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DEPARTMENT  OF  THE  INTERIOR 

BUREAU  OF  EDUCATION 


BULLETIN,  1919,  No.  28 


Educational  Periodicals  During 
the  Nineteenth  Century 


By  SHELDON  EMMOR  DAVIS 

STATE  NORMAL  SCHOOL.  MARYV1LLE.  MO 


» ,  a   •       • 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 

1919 


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-5 


ADDITIONAL  COPIES 

OF  THIS  PUBLICATION  MAY  BE  PROCURED   FROM 

*HE  SUPERINTENDENT  OP  DOCUMENTS 

GOVERNMENT  PRINTING  OFFICE 

WASHINGTON,  D.  C. 

AT 

15  CENTS  PER  COPY 


CONTENTS. 

Page. 

Introduction 5 

Chapter  I. — Antecedents  and  beginnings 7 

Chapter  II. — The  function   of  educational  periodicals 14 

Chapter  III. — School  journals  specialized  to  meet  local  needs 23 

Chapter  IV. — Editors*  and  contributors 45 

Chapter  V. — Specialization   of  content 53 

Chapter  VI.— A  study  of  content 63 

Chapter  VII. — A  study  of  circulation 75 

Chapter  VIII. — Sources  and  character  of  support 83 

Chapter  IX. — Summary  and  present  tendencies 89 

List  of  educational  periodicals 92 

A.  Educational  periodicals  established  before  1876 92 

B.  List  including  the  more  important  educational  periodicals  estab- 

lished  1876-1900 102 

C.  List  of  periodicals  short-lived  and  of  local  circulation 109 

Bibliography u —  113 

A.  General  list  of  educational  periodicals 113 

B.  Local    (State)    school   journals 115 

C.  Educational  journals  devoted  to  various  special  interests 117 

D.  Educational  periodicals  devoted  to  higher  education  or  studies 

of  educational  problems 117 

E.  Other  periodicals 117 

F.  Laws,  official  reports,  and  proceedings  of  teachers'  organizations 117 

G.  Press  directories 118 

H.  Miscellaneous  references 118 

List  of  educational  periodicals  published  in  May,  1917 121 

A.  Local  and  State  educational  periodicals 122 

B.  Educational  periodicals  devoted  to  special  fields 124 

3 


418844 


INTRODUCTION. 


This  study  includes  consideration  of  periodicals  for  the  promotion 
of  public-school  education,  those  which  deal  with  the  history  or 
scientific  study  of  education,  or  the  technique  of  schoolroom  work, 
improvement  of  teachers  and  general  school  news.  It  excludes,  at 
least  from  all  attempt  at  comprehensive  treatment,  college  and  nor- 
mal school  papers;  religious,  church,  and  Sunday  school  publica- 
tions; periodicals  devoted  to  Indian  or  Negro  education,  private  or 
parochial  schools,  and  institutions  or  the  interests  of  defectives; 
those  designed  to  promote  business  college  or  commercial  education, 
voice  culture,  and  elocution;  school  papers  issued  by  or  for  local 
city  school  systems,  and  mere  advertising  sheets.  The  principal 
source  of  information,  fully  indicated  in  the  bibliography,  has  been 
the  periodicals  themselves,  of  which  about  1,400  volumes  have  been 
examined,  two-thirds  of  this  number  being  studied  in  detail.  Very 
few  of  the  articles  which  have  attempted  to  treat  the  history  of 
individual  groups  of  this  class  of  publications  can  be  depended  upon 
as  to  the  accuracy  of  their  facts;  they  have  been  of  great  assistance 
in  finding  material,  and  when  corroborated  by  other  independently 
derived  evidence  it  has  seemed  safe  in  a  few  cases  to  accept  their 
statements.  For  convenience  the  term  "  school  journal  "  will  be  used 
quite  frequently  in  discussion,  with  the  recognition  at  the  outset  that 
in  content,  purpose,  and  general  character,  the  periodicals  included 
by  it  are  by  no  means  a  uniform  class.  Such  variations  as  occurred 
are  part  of  the  subject  matter  of  the  study,  and  there  need  be  no 
occasion  for  misunderstanding  if  Barnard's  American  Journal  of 
Education,  the  School  Review,  the  Indiana  School  Journal,  and  the 
Normal  Instructor  should  be  referred  to  as  educational  periodicals, 
journals  of  education,  or  school  journals.  As  a  rule,  in  general  ref- 
erences to  a  periodical  as  a  series,  only  the  date  of  its  origin  is  given 
in  the  text;  by  means  of  the  chronological  list  at  the  close  of  the 
study  any  publication  may  be  more  fully  identified. 

5 


EDUCATIONAL  PERIODICALS  DURING  THE  NINETEENTH  CENTURY. 


Chapter  I. 
ANTECEDENTS  AND  BEGINNINGS. 


School  journals,  In  the  restricted  sense  of  periodicals  for  teachers  as  a  class, 
could  not  exist  before  there  was  a  well-defined  and  somewhat  professionally 
minded  teaching  group.  As  in  other  social  instrumentalities,  progressive  spe- 
cialization is  in  evidence,  and  the  origin  of  technical  pedagogical  literature  must 
be  sought  in  general  works  devoting  a  varying  degree  of  attention  to  schools, 
teachers,  and  education.  In  looking  for  historical  precedents  for  educational 
periodicals  in  the  United  States,  it  is  possible  to  go  back  for  beginnings  at 
least  a  hundred  years  before  any  such  publications  were  actually  established 
in  this  country.  A  careful  study  of  that  phase  of  the  subject  would  show  that 
many  characteristics  of  certain  earlier  works  have  persisted  in  their  specialized 
descendants;  even  a  brief  survey  may  call  attention  to  some  of  the  inheritances. 
As  most  direct  influence  has  come  from  England,  Germany,  and  France,  begin- 
nings in  these  alone  will  be  briefly  noted. 

The  first  important  periodical  which  showed  a  general  educational  purpose 
was  the  "  Tatler "  (1709-1711),  followed  by  the  "Spectator"  (1711-12),  and 
later  in  England  by  a  host  of  works  of  varying  degrees  of  excellence,  but  usually 
lacking  in  the  strong  qualities  of  Steele  and  Addison.  In  rather  direct  imita- 
tion of  the  early  English  periodicals  of  this  class,  similar  publications  (Moral- 
ische  Wochenschrif ten )  began  to  appear  in  Germany  in  1713,1  and  one  writer 
has  listed  more  than  500  published  among  German-speaking  peoples  before  the 
nineteenth  century  was  well  begun.  Frequently  these  were  conducted  by  asso- 
ciations of' men  devoted  to  literary  and  social  betterment;  they  were  exceedingly 
important  in  the  intellectual  progress  of  middle-class  Germany.  Many  of  them 
made  use  of  catechetical  and  other  didactic  forms  of  discourse,  letters,  poetry, 
and  highly  moralized  stories. 

Eighteenth  century  education  in  England  or  in  Germany  offered  many  "  easy 
marks"  for  satirical  shafts,  and  many  of  the  earlier  references  to  schools, 
teachers,  and  teaching  practices  were  such  as  keen  writers  might  produce  when 
looking  about  for  a  social  abuse  or  personal  idiosyncrasy  to  ridicule.  But  from 
the  first  there  were  occasional  serious  criticisms  upon  education,  like  the  follow- 
ing from  Steele :  * 

I  must  confess  I  have  very  often  with  much  sorrow  bewailed  the  misfortune 
of  the  children  of  Great  Britain,  when  I  consider  the  ignorance  and  undiscerning 
of  the  generality  of  schoolmasters.  The  boasted  liberty  we  talk  of  is  but  a  mean 
reward  for  the  long  servitude,  the  many  heartaches  and  terrors,  to  which  our 
childhood  is  exposed  in  going  through  a  grammar  school ;  many  of  these  stupid 
tyrants  exercise  their  cruelty  without  any  manner  of  distinction  of  the  capacities 
of  children,  or  the  intention  of  parents  in  their  behalf.     There  are  many  excel- 

1  Lehmann  :  7-78. 

»  Spectator,  No.  157.     Steele,  G.  A.  Aitken,  London,  1898,  Vol.  II.  361. 

7 


8  EDUCATIONAL  PERIODICALS  IN   NINETEENTH   CENTURY. 

lent  tempers  which  are  worthy  to  be  nourished  and  cultivated  with  all  possible 
diligence  and  care,  that  were  never  designed  to  be  acquainted  with  Aristotle, 
Tully,  or  Virgil ;  and  there  are  as  many  who  have  capacities  for  understanding 
every  word  these  great  persons  have  writ,  and  yet  were  not  born  to  have  any 
relish  of  their  writings. 

Descriptions  of  the  human  body,  giving  attention  to  the  bent  of  nature,  milder 
discipline,  better  female  education,  better  moral  instruction,  and  the  desirabil- 
ity of  turning  instruction  into  play  whenever  possible  were  topics  discussed  in 
the  first  half  of  the  century.1  The  moral  instability  of  teachers  is  a  constant 
topic;  teachers  are  blamed  for  trying  to  teach  what  is  beyond  the  comprehen- 
sion of  children  and  of  requiring  too  much  memorizing;  poor  teaching  and 
discipline  are  illustrated  and  condemned,  and  Quintilian  quoted  to  show  a  better 
way,  and  toward  the  close  of  the  century  there  are  divers  model  plans  for  im- 
proving education. 

Gradually  some  of  these  periodicals  assumed  greater  pedagogical  content, 
and  many  were  devoted  almost  entirely  to  education.  Lehmann  mentions  the 
following,  of  which  the  names  indicate  more  or  less  closely  the  purpose  :2 

Der  Getreue  Hofmeister  (Loyal  Tutor) 1725 

Sorgfaltige  Vormund  (The  Zealous  Tutor,  or  Guardian) 1725 

Neue  Mentor 1725 

Der  Hofmeister  (The  Tutor) 1753 

Der  Kinderfreund   (Friend  of  Childhood) 1776 

Der  Dorfschulmeister    (The  Village  Schoolmaster) 1776 

Der  Philanthrop 1777 

Twelve  others  are  named  ending  with  "  Die  Volksschule,"  1800.  Some  of 
those  in  his  list  existed  and  were  fairly  widely  known  during  the  first  20  years 
of  the  nineteenth  century.  Such  were  Salzmann's  "  Der  Bote  von  Thueringen," 
1788-1816;  "Deutsche  Schulfreund,"  under  various  names,  1791-1823.  Four 
others  of  sufficient  strength  to  issue  10  years  or  more  were  established  before 
1820,  the  last  being  the  "  Allgemeine  Schulzeitung,"  which  under  varying  titles 
was  published  until  1881. 

In  both  France  and  England,  as  well  as  in  Germany,  the  output  of  periodicals 
for  children  was  considerable.  The  first  French  periodical  devoted  entirely 
to  education  or  the  needs  of  children  was  the  "  Journal  de  Famille  ou  Livre  des 
Enfants,"  established  by  Seguin  in  1789.8  A  more  specifically  educational  work 
was  the  "  Journal  d'Education  publie  par  la  Societe  forme  a  Paris  pour  Ameli- 
oration de  l'Enseignment  Elementaire,"  published  in  Paris,  1815.  In  England  * 
"  The  Children's  Magazine  or  Monthly  Repository  of  Instruction  and  Delight " 
(London,  1799)  is  mentioned  as  the  first  which  could  be  called  a  school  or  peda- 
gogical journal.  In  1800  appeared  "  The  Monthly  Preceptor,  or  the  Juvenile 
Library,  including  a  complete  course  of  instruction  in  every  useful  subject, 
particularly  natural  and  experimental  philosophy,  natural  history,  botany,  an- 
cient and  modern  history,  biography,  geography,  and  the  manners  and  customs 
of  nations,  ancient  and  modern  language,  English  law,  penmanship,  mathematics, 
and  the  belles  lettres."  This  encyclopedic  curriculum,  coupled  with  prize  essays 
for  which  considerable  rewards  were  given,  was  to  form  the  content  of  about 
GO  numbers.  This  was  a  school  journal  but  not  a  school  teachers'  journal,  as  it 
circulated  among  the  upper-class  pupils  of  English  schools.  Other  periodicals 
devoted  to  education  were  "  The  Guardian  of  Education"  (London,  1802-1806), 
by  Mrs.  Trimmer,  devoted  to  sectarian  as  well  as  educational  ends ;  the  "  As- 
sistant   of   Education"    (1823-182S),    and    the    "National    School    Magazine" 

1  Lehmann  :   20-29. 

*  Loos'   Paedagogische  Zeitschriften.      Lehmann.      78. 
•Amer.   Jl.  of  Ed.,   1827,   11,  666. 
'       •  « Russell  :  Ed.   Rev.,  XXII,  472. 


ANTECEDENTS  AND  BEGINNINGS.  9 

(1824),  both  designed  for  pupils  rather  than  for  teachers.  No  real  educational 
journal  was  successfully  established  in  England  until  1831,  when  the  London 
Quarterly  Journal  of  Education  was  issued  by  the  Society  for  the  Diffusion  of 
Useful  Knowledge. 

This  rapid  survey  of  the  beginnings  of  educational  journalism  in  the  Euro- 
pean countries  makes  it  possible  to  state  that,  if  we  accept  the  "  Academician  " 
(181S)  as  the  first  educational  periodical  in  America,  its  European  precedents, 
if  its  editors  were  conscious  of  any,  must  have  been  German  or  French.  The 
same  statement  may  be  made  of  the  "  American  Journal  of  Education " 
(1826-  ),*  and  in  its  early  volumes  are  extensive  quotations  from  both  Ger- 
man and  French  journals.  Though  it  may  not  be  ^possible  to  cite,  as  in  the 
case  of  Silliman's  "  American  Journal  of  Science," a  a  specific  quotation  to 
show  that  the  founders  of  either  of  these  publications  were  consciously  imitat- 
ing foreign  precedents,  it  seems  reasonably  evident  that  they  were  a  part  of 
Pestalozzian  German  influence.3  Examination  of  early  volumes  of  "  The  Port 
Folio"  (1801-  )  or  the  "North  American  Review"  (1815-  )  shows  that  even 
apart  from  such  information  as  came  through  German  settlements  and  colo- 
nies, the  reading  public  of  the  United  States  was  not  entirely  ignorant  of  Ger- 
man institutions.  The  works  of  Maclure,  Neef,  Griscom,  Ticknor,  Bache, 
Cousin,  and  Stowe,  gave  much  greater  familiarity  with  German  school  prac- 
tices; the  editor  of  the  "American  Annals"  had  spent  several  years  in  Europe; 
and  of  the  periodicals  established  between  1830  and  1840,  German,  and  some- 
times French,  precedents- are  definitely  cited.  Thus  the  Illinois  Common  School 
Advocate,4 1837,  states :  "A  weekly  and  monthly  paper  are  sent  to  all  the  schools 
in  Prussia  and  France  at  public  expense."  "  The  Educator," '  of  Pennsylvania, 
proposed  to  use  translations  and  quotations  from  the  "  fifteen  or  twenty  school 
journals  "  then  issued  in  Germany. 

If  an  endeavor  be  made  to  find  in  antecedent  English  or  American  periodicals 
of  the  first  quarter  of  the  nineteenth  century  an  increased  attention  to  educa- 
tional matters  which  might  be  expected  to  lead  toward  the  educational  journal 
type,  the  process  of  development  in  Germany,  there  is  little  in  the  content  of 
important  publications  to  indicate  such  a  transition. 

In  the  first  eight  volumes  of  the  Edinburgh  Review  (1802-1807)  schools  and 
education  are  given  no  attention ;  in  volume  9,  there  is  a  review  of  Mrs.  Trim 
mer's  treatise  on  Lancaster's  plan  of  education ;  in  volume  11  a  review  of  Lan- 
caster's "  Improvements  in  Education,"  and  in  the  succeeding  volumes  are 
numerous  articles  upon  education  and  philanthrophy.  But  in  the  first  45 
volumes,  1802-1826,  only  375  pages  are  occupied  with  education,  or  less  than 
one-fiftieth  of  the  space.  Nor  do  the  three  more  important  American  peri- 
odicals of  the  same  period  show  greater  interest  in  schools  or  education.  "  The 
Port  Folio,"  Philadelphia  (1801-  ),  contains  about  four  columns  upon  educa- 
tion and  the  work  of  the  free  school  society  in  volume  3;  a  little  later  a  book 
review  of  "  Nature  Displayed  in  Her  Mode  of  Teaching  Language  to  Man," 
adapted  from  the  French ;  in  the  fifth  volume  (1808)  is  a  long  series  on  classical 
learning,  and  after  1816  each  volume  contains  some  material  upon  schools  or 
education.  The  North  American  Review  from  1815-1826  has  articles  treating 
of  the  education  of  the  deaf  and  dumb,  English  and  German  universities,  the 
Connecticut  school  fund,  free  schools ;  quotes  German  writers  on  the  value  of 
classical  education,  and  school  reports  from  various  Slates,  but  devotes  not  more 

«  Vol.  II,  666. 

3  Amer.  Jl.  of  Science,  1818,  I,  1. 

•  Monroe :  Pestalozzian   Influences  in  the  United  States,  discusses  several  of  these. 

*  Common   Sen.  Advocate,  3. 
e  Educator,  1838,  p.  1. 


10  EDUCATIONAL,  PERIODICALS  IN  NINETEENTH  CENTURY. 

than  2  per  cent  of  Its  space  to  education.  Silliman's  American  Journal  of 
Science,  in  the  nine  volumes,  1818-1825,  has  occasional  articles  upon  moni- 
torial instruction,  the  work  of  Fellenberg  and  Owen,  and  notes  of  educational 
progress.  The  Boston  Recorder  (1816-1823)  and  others  of  semireligious  nature 
give  a  limited  amount  of  space  to  education,  along  with  philanthrophy,  tem- 
perance reform,  and  missions.  Examination  of  newspapers  until  well  after  the 
War  of  1812  shows  their  interests  to  be  almost  exclusively  general  news,  politics, 
and  war. 

But  though  American  educational  periodicals  did  not  grow  from  other  pub- 
lications by  successive  modifications,  they  did  come  into  being  to  some  extent  at 
least  as  an  imitation  in  the  field  of  education  of  what  had  already  been  done  in 
other  provinces ;  it  is  easy  to  find  evidence  that  in  establishing  the  early  school 
journals  editors  and  publishers  were  consciously  attempting  to  parallel  similar 
publications  in  literature,  art,  science,  and  medicine.  If  these  fields  had  their 
organs,  why  should  education  be  without?  Note  the  reasoning  in  the  following 
prospectus  of  an  "  Academical  Herald  and  Journal  of  Education,"  projected  in 
1812,  though  never  published :  * 

A  friend  to  learning,  which  is  the  best  safeguard  of  the  rights  of  man  and  a 
terror  to  despotism  in  any  shape,  I  propose  to  attempt  the  survey  of  a  region 
which  has  been  much  and  promiscuously  trodden,  but  of  which  no  accurate 
map  has  been  drawn,  a  country  known  in  part  to  many,  but  to  none  wholly.  This 
enterprise  has  either  never  been  suggested  to  the  pioneers  of  literature  and 
science,  or  they  have  shrunk  from  it  as  from  a  labor  that  would  waste  their 
strength  without  the  hope  of  reward;  without  even  that  hope  which  has 
promised  so  much  and  performed  so  little  for  literary  adventurers.  It  seems 
strange  that  almost  every  art,  science,  and  profession  has  its  peculiar  vehicle 
of  information,  while  the  science  of  education  is  without  its  advocate.  Law, 
medicine,  and  divinity,  commerce,  agriculture,  and  even  the  fashions  and  follies 
of  the  age  have  their  "  journals,"  while  the  art  of  improving  the  human  mind, 
the  source  whence  all  the  others  derive  their  consequence,  is  abandoned  to  chance 
or  neglect.  Unless  the  intellectual  powers  are  well  cultivated,  we  can  not 
expect  great  success  in  any  literary  profession.  First  render  the  waters  of  the 
fountain  pure,  and  then  with  ease  the  vivifying  streams  which  flow  from  it  may 
be  led  through  all  the  walks  and  departments  of  literature  and  science.  The 
establishment  of  an  educational  journal  in  which  proper  plans  and  modes  for 
the  treatment  and  instruction  of  children  may  be  proposed  and  elucidated  is 
perceived  at  once  to  be  as  necessary  as  it  is  useful. 

The  editor  of  the  American  Journal  of  Education  uses  a  similar  eulogy :" 

A  periodical  work  devoted  exclusively  to  education  would  seem  likely  to  be  of 
peculiar  service  at  the  present  day,  when  an  interest  in  this  subject  is  so  deeply 
and  extensively  felt.  At  no  period  have  opportunity  and  disposition  for  the 
extensive  interchange  and  diffusion  of  thought  been  so  favorably  combined. 
Science  and  literature  have  their  respective  publications,  issuing  at  regular 
intervals  from  the  press,  and  contributing  incalculably  to  the  dissemination  of 
knowledge  and  of  taste.  But  education — a  subject  of  the  highest  practical  im- 
portance to  every  school,  every  family,  and  every  Individual  in  the  community, — 
remains  unprovided  with  one  of  these  popular  and  useful  vehicles  of  informa- 
tion. A  minute  detail  of  the  advantages  which  may  be  expected  to  result  from 
a  periodical  work  such  as  is  now  proposed,  we  think  unnecessary.  With  the 
success  of  other  publications  of  the  same  class  before  us,  we  feel  abundant 
encouragement  to  proceed  in  our  undertaking. 

Reasonable  Inferences  from  what  precedes  are  that  educational  periodicals 
in  the  United  States  came  into  being  as  part  of  the  educational  revival,  their 
precedents  being  European,  especially  German,  and  that  they  were  undertaken 
because  the  growing  importance  of  education  was  not  receiving  corresponding 
recognition  in  the  columns  of  other  publications.  It  appeared  to  those  who 
established  the  earliest  of  these  specialized  ventures  that  if  less  important  fields 

»  Academician,    1819-191^.  »1826,    I,    1-7. 


/ 


ANTECEDENTS  AND  BEGINNINGS,  11 

sustained  organs  devoted  to  their  Interests,  education  was  also  entitled  to  its 
own  periodical.     A  description  of  some  of  the  earliest  of  these  will  now  be  given. 

The  first  important  attempt  in  educational  journalism  in  the  United  States 
was  the  "Academician,"  published  semimonthly  in  New  York  (1818-1820)  by 
Albert  and  John  W.  Pickett,  president  and  secretary,  respectively,  of  the 
Incorporated  Society  of  New  York  Teachers,  "containing  the  elements  of 
scholastic  science  and  the  outlines  of  philosophic  education  predicated  upon  the 
analysis  of  the  human  mind  and  exhibiting  the  improved  methods  of  instruction.* 
The  Picketts  were  proprietors  of  a  school  in  New  York  City  and  the  authors 
of  textbooks ;  to  both  of  these  interests  some  space  is  given  in  their  magazine* 
A  wide  range  of  educational  subjects  received  attention  in  this  volume.  A 
fifth  of  the  content  is  formed  by  a  long  series  upon  grammar  and  the  English 
language,  and  there  are  long  discussions  of  arithmetic  and  geography.  Educa- 
tion in  various  States,  monitorial  schools,  textbook  reviews,  and  the  qualifi- 
cations of  teachers  were  important  subjects.  An  article  by  Le  Olerc  on  the 
education  of  the  deaf  is  quoted  from  the  North  American  Review,  and  about 
one-seventh  of  the  volume  is  taken  from  an  educational  treatise  by  Dr.  Jardine, 
of  the  University  of  Glasgow.  Twenty  pages  are  devoted  to  the  work  of 
Pestalozzi.  A  mathematical  department  was  maintained,  a  precedent  followed 
by  the  majority  of  school  journals  established  before  1875,  and  a  statement 
that  "  the  volume  is  nearly  concluded  and  many  persons  have  not  yet  remitted 
dues  "  is  the  first  of  a  long  line  of  such  announcements. 

The  second  educational  periodical  in  the  United  States  was  the  American 
Journal  of  Education  (1826),  continued  in  the  American  Annals  of  Education. 
As  this  is  more  fully  described  In  a  subsequent  chapter,  the  present  treatment 
will  be  limited  to  two  quotations,  one  of  them  contemporary.  Of  its  origin 
Dr.  Barnard  says:1 

On  the  1st  of  January,  1826,  the  first  number  of  the  American  Journal  of 
Education,  the  first  periodical  devoted  to  the  subject  which  had'  appeared  in 
the  English  language,  was  commenced.  *  *  *  The  following  extract  of  the 
origin  of  this  journal  is  taken  from  a  letter  of  William  Russell,  Esq. :  "  The 
Journal  of  Education  had  its  origin  in  the  mind  of  the  late  Thomas  B.  Wait, 
of  Boston,  whose  attention  had  been  particularly  attracted  to  the  subject  of 
education  during  his  residence  in  Portland,  Me.,  at  the  time  when  the  first 
movements  were  there  made  for  the  introduction  of  a  public  system  of  primary 
schools.  Mr.  Wait  had  retired  from  business,  but  on  the  return  of  one  of  his 
sons  from  the  West,  on  whom  he  could  devolve  the  active  duties  of  publishing, 
he  applied  to  Mr.  John  Frost,  now  of  Philadelphia,  to  edit  the  intended 
periodical.  Mr.  Frost,  however,  was  suddenly  attacked  with  a  pulmonary 
disease,  which  compelled  him  to  resort  to  the  West  Indies  for  relief,  and  Mr. 
Wait  made  application  to  the  late  Dr.  Coffin,  of  Boston,  then  engaged  in  editing 
the  Boston  Medical  Journal.  Dr.  Coffin  referred  Mr.  Wait  to  myself,  and  to  this 
circumstance  was  owing  my  subsequent  connection  with  the  journal  as  its 
editor  for  nearly  three  years.  Early  in  the  second  year  of  that  period  Mr. 
Wait,  finding  the  business  connected  with  publishing  a  periodical  too  burden- 
some, disposed  of  it  to  Mr.  S.  G.  Goodrich,  whose  attention  ere  long  was 
attracted  to  more  profitable  branches  of  the  business  of  publishing." 

The  esteem  in  which  it  was  held  is  indicated  in  the  following  quocation,  which 
is  one  of  a  number  of  notices  given  it  by  American  and  English  publications  :* 

When  this  monthly  publication  was  proposed,  there  were  not  a  few,  we  believe, 
who  considered  the  subject  of  education  too  specific  and  too  limited  to  afford 
material  for  a  journal  of  large  size  and  long  duration.  But  if  their  own  re- 
flections have  not  convinced  them  of  their  error,  an  examination  of  this  valu- 
able work  will  satisfy  them  that  the  subject  affords  materials  of  great  variety 

1  Barnard  :  Normal  Schools  and  Other  Institutions  and  Agencies  Designed  for  the  Pro- 
fessional Education  of  Teachers,  Part  I,  194. 
*N.  Amer-Bev.,   1826,  XXIII,   214-216. 


12  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

and  of  deep  interest  to  the  community.  Whatever  tends  to  form  a  sound  mind 
in  a  sound  body,  or,  in  other  words,  to  rear  the  most  perfect  moral,  intellectual, 
and  physical  man,  is  within  the  compass  of  its  inquiries.  The  subject  of  educa- 
tion was  not  indeed  overlooked  in  our  refutable  journals  which  previously  ex- 
isted ;  but  there  is  a  vast  deal  of  information  concerning  it  which  could  not  be 
embodied  in  any  one,  if  in  all  of  them ;  and  our  only  surprise  is  that  a  work  was 
not  earlier  projected  on  a  similar  plan  to  that  of  the  one  before  us. 

The  Teacher's  Guide  and  Parents'  Assistant  (1826)  was  conducted  upon  a 
humbler  plane  than  the  American  Journal  of  Education.  It  gave  much  atten- 
tion to  books  for  children  and  to  the  problems  of  parents.  The  work  of  Pest- 
alozzi  was  chiefly  represented  in  a  description  of  the  method  of  his  follower 
Neef.  An  interesting  feature  of  this  publication  is  the  great  number  of  short 
articles  upon  educational  subjects  quoted  from  local  newspapers.  The  following 
statement  from  the  American  Journal  of  Education1  indicates  that  there  was 
much  of  such  material  available : 

We  are  happy  to  observe  that  among  the  many  newspapers  which  are  pub- 
lished daily  or  weekly,  in  various  parts  of  the  country,  the  subject  of  education  is 
frequently  brought  forward,  and  that  useful  suggestions  are  often  made  for  im- 
provement in  schools  and  in  domestic  instruction.  This  is  a  circumstance  which 
must  greatly  aid  the  progress  of  the  public  mind  on  this  important  subject,  so 
intimately  connected  with  the  welfare  of  the  community. 

The  editor  then  names  several  papers  especially  active  in  this  field,  but  quotes 
few,  if  any,  of  the  articles.  The  selections  in  the  Teacher's  Guide  make  possible 
a  very  good  estimate  of  what  most  of  such  articles  were  like. 

The  Education  Reporter  and  Weekly  Lyceum  (1880)  quoted  much  from 
newspapers  and  from  the  Annals.  Its  content  includes  practically  every  phase 
of  education,  besides  departments  of  art  and  science,  current  events,  the  ly- 
ceum,  and  a  series  of  articles  upon  "  How  to  get  the  child  to  attend  Sunday 
school."  About  one-fourth  of  this  journal's  space  consists  of  educational  news 
items. 

The  Monthly  Journal  of  Education  (1835),  whose  title  was  changed  at  the 
request  of  the  editor  of  the  Annals  to  avoid  confusion  with  the  earlier  name  of 
that  periodical,  and  appeared  successively  as  the  Monthly  Advocate  of  Educa- 
tion, and  the  School  Master  and  Advocate  of  Education,  secured  most  of  its 
content  from  Cousins'  Report  and  the  London  Quarterly  Journal  of  Education. 
It  contained  also  a  children's  department  and  several  quotations  from  Dick's 
Mental  Illumination. 

The  Common  School  Assistant  (1836)  also  includes  parts  of  Cousins'  reports; 
it  specialized  to  some  extent  in  method  and  device,  and  in  its  second  volume 
gives  great  prominence  to  the  county  educational  notes  which  continued  to  be  so 
important  in  most  of  the  New  York  State  school  journals. 

The  Common  school  Advocate  and  Journal  of  Education,  Illinois  (1837), 
the  first  school  journal  in  the  Mississippi  Valley  to  issue  more  than  one  or  two 
numbers,  contains  Stowe's  Report  applied  to  Illinois  conditions;  *  extracts  from 
State  laws  and  reports,  and  many  articles  quoted  from  the  Common  School 
Assistant.  It  asks  for  contributions  upon  "  Teaching  Made  a  Profession ;"  best 
methods  of  teaching  the  common-school  subjects,  qualifications  of  teachers, 
school  architecture,  school  libraries,  the  importance  of  universal  education,  and 
the  connection  between  ignorance  and  crime. 

The  Western  Academician  (1837)  was  conducted  by  the  same  editors  as  the 
first  Academician,  and  shows  many  of  its  characteristics,  though  it  contained 
Stowe's  Report  in  full  and  many  long  articles  by  ministers  who  were  members 
of  the  Western  Literary  Institute,  of  which  this  journal  was  the  organ. 

»1826,   I,   379.  "Common   Sen.  Adv.,   I,  3. 


ANTECEDENTS  AND  BEGINNINGS.  13 

The  foregoing  indicates  the  character  of  the  earliest  educational  periodicals 
in  this  country.  Their  most  important  common  characteristics  were  the  pres- 
ence of  much  Pestalozzian  material,  and  the  large  number  of  articles  of  a  gen- 
eral nature  discussing  the  importance  of  education  and  the  necessity  of  free 
schools  in  a  republic. 

Of  the  20  or  more  educational  periodicals  established  before  1840,  many  refer 
to  such  journals  issued  in  Germany.  Cousins'  Report,  which  was  printed  in  part 
by  nearly  all  of  these,  mentions  the  fact  that  various  publications  were  sent  by 
the  Prussian  Government  to  its  teachers.  German  precedents,  imitation  of  older 
communities  in  the  United  States,  and  the  fact  that  other  interests  had  their 
specialized  organs,  were  all  influential  in  establishing  these  pioneer  periodicals. 
At  the  close  of  1840,  however,  only  three  were  in  existence,  the  Connecticut 
Common  School  Journal,  discontinued  about  a  year  later ;  Horace  Mann's  Com- 
mon School  Journal,  and  the  District  School  Journal  of  New  York,  both  recently 
started  upon  careers  of  several  years.  A  subsequent  chapter  will  discuss  the 
agencies  which  continued  to  bring  school  periodicals  into  existence. 


Chapter  II. 
THE  FUNCTION  OF  EDUCATIONAL  PERIODICALS. 


What  has  been  the  function  of  school  journals?  What  have  they  accom- 
plished and  what  have  they  sought  to  Attain?  To  what  groups'  of  readers  have 
they  appealed?  These  are  questions  which  can  be  answered  in  part  by  examin- 
ing their  own  self -stated  aims ;  in  part  by  a  study  of  their  success  as  measured 
by  longevity  and  circulation ;  and  in  part  by  the  character  of  their  content. 
The  first  means  only  will  be  used  here,  leaving  the  others  for  later  chapters. 

In  the  prospectus  of  a  proposed  "Academical  Herald  and  Journal,"  written 
in  1812  by  Samuel  Bacon,1  and  "  devoted  to  the  institutions  of  the  United  States," 
the  purpose  is  stated  to  be  to  make  inquiry  into  the  organization  and  present 
condition  of  our  universities,  colleges,  academies,  public  libraries,  and  other 
literary  and  scientific  institutions.  General  diffusion  of  knowledge  is  the  only 
foundation  of  liberty  and  morals.  "  Education  well-conducted  is  the  glory  of 
a  nation.  It  is  here,  it  is  in  this,  that  are  centered  all  our  national  hopes. 
Everything  depends  on  what  is  now  going  on  in  our  nurseries  and  schools. 
Within  them  are  those  who  half  a  century  hence  will  hold  the  destinies  of  this 
nation." 

In  setting  forth  its  purpose  the  Academician  (1818)  quotes  with  approval 
Dr.  Jardine,  who  says  there  has  been  too  much  emphasis  upon  mere  memory. 
The  Academician  is  to  contain  material  upon  the  state  of  education  in  our 
country;  methods  most  approved  in  arithmetic  and  algebra,  geometry  and 
trigonometry. 

Viewing  the  diffusion  of  knowledge  and  a  rightly  cultivated  mind  as  the 
foundation  on  which  must  rest  the  perpetuity  of  our  republican  institutions  and 
the  best  interests  of  society,  they  conclude  by  assuring  the  public  that  they 
shall  exert  themselves  in  so  important  a  cause. 

In  the  next  pages  quotations  from  several  periodicals  issued  prior  to  1860  will 
be  given : 

The  spirit  of  inquiry  which  has  of  late  years  extended  to  everything  connected 
with  human  improvement  has  been  directed  with  peculiar  earnestness  to  the 
subject  of  education.'  In  our  own  country,  the  basis  of  whose  institutions  is 
felt  to  be  intelligence  and  virtue,  this  topic  has  been  regarded  as  one  of  no 
ordinary  interest,  and  has  excited  a  zeal  and  an  activity  worthy  of  its  impor- 
tance. By  judicious  endeavors  to  adapt  the  character  of  instruction  to  the 
progressive  requirements  of  the  public  mind,  much  has  been  done  to  continue 
and  accelerate  the  career  of  improvement.  These  very  efforts,  however,  and 
this  success  have  produced  the  conviction  that  much  remains  to  be  done.    *    *    * 

A  leading  object  of  the  Journal  will  be  to  furnish  a  record  of  facts,  embracing 
whatever  information  the  most  diligent  inquiry  can  procure,  regarding  the  past 
and  present  state  of  education  in  the  United  States  and  in  foreign  countries. 
An  opportunity  will  thus  be  afforded  for  a  fair  comparison  of  the  merits  of 
various  systems  of  instruction.  The  results  of  actual  experiment  will  be  pre- 
sented, and  the  causes  of  failure,  as  well  as  of  success,  may  thus  be  satisfac- 
torily traced  and  be  made  to  suggest  valuable  improvement. 

The  conductors  of  the  Journal  will  make  it  their  constant  endeavor  to  aid 
in  diffusing  enlarged  and  liberal  views  of  education.    Nothing,  it  seems  to  us, 

1  Academician,  I,  191.  •  Am.  JL  of  Ed.,  I,  Jan.,  1826,  1-T,  prospectus. 

14 


THE  FUNCTION  OF  EDUCATIONAL  PERIODICALS.  15 

has  had  more  Influence  in  retarding  the  progress  of  Improvement  in  the  science 
of  instruction  than  narrow  and  partial  views  of  what  education  should  be  ex- 
pected to  produce.  Intellectual  attainments  have  been  too  exclusively  the  ob- 
ject of  attention.  *  *  *  The  Journal  will  give  attention  to  physical,  moral, 
domestic,  and  personal  education,  *  *  *  will  advocate  and  aid  female  edu- 
cation, *  *  •  will  be  devoted  chiefly  to  early  or  elementary  education,  with- 
out omitting  higher  education. 

The  office  of  the  Journal  is — not  to  rouse  a  dormant  attention.  Already  there 
is  everywhere  a  stirring  of  the  public  mind  and  a  fervency  of  public  effort  which 
make  it  too  late  for  any  candidate  to  hope  for  the  honor  of  being  ranked  as  a 
reformer.  All  that  can  now  be  reasonably  expected  is  the  satisfaction  of  con- 
tributing a  proportion  of  service  to  so  good  a  cause. 

Specific  matters  to  which  the  journal  proposes  to  give  attention  are  books 
and  amusements  for  children  even  in  the  nursery,  infant  schools,  mechanic 
institutions,  book  societies,  and  lending  libraries,  and  information  as  to  the 
national  university  project.    And  finally  * — 

One  word  with  regard  to  the  class  of  readers  for  which  our  publication  is 
intended.  We  have  no  intention  of  furnishing  a  work  for  the  use  of  teachers 
exclusively.  We  consider  the  most  important  department  of  education  to  be 
that  which  is,  or  ought  to  be,  superintended  by  the  parent;  and  we  shall  ever 
bear  in  mind  that  our  subject  is  one  to  which  no  person  should  be  indifferent. 
Our  wish  is  to  benefit  the  whole  community. 

Less  fully,  but  including  a  wide  field,  the  Education  Reporter  and  Weekly 
Lyceum3  (1830)  states  that: 

Its  purpose  is  to  promote  popular  or  general  education  in  the  most  familiar, 
direct,  and  practical  manner.  It  will  take  the  whole  range  of  that  very  exten- 
sive field — mode  of  instruction,  government,  and  discipline;  qualifications  of 
teachers ;  character  of  books  and  apparatus ;  construction  of  schoolrooms  and 
playgrounds ;  will  treat  of  public  and  private  schools,  academies  and  high 
schools  of  every  grade,  infant  schools,  the  monitorial  system,  manual  labor, 
seminaries,  the  lyceum,  Sabbath  schools,  and  Bible  classes. 

The  Eclectic  Institute  Journal  of  Education  (1832)  as  quoted  by  the  Ameri- 
can Annals :  * 

The  object  of  this  miniature  journal  is  to  assist  in  executing  the  purposes  for 
which  the  Eclectic  Institute  was  founded,  viz,  to  aid  in  the  diffusion  of  im- 
proved education.  In  the  absence  of  interest  sufficient  to  induce  the  patronage 
of  eastern  periodicals  devoted  to  education,  the  publication  of  this  paper  is 
undertaken  as  an  experiment  with  the  hope  that  something  may  be  done  to 
awaken  the  attention  of  our  community  to  the  frightful  disproportion  that 
exists  between  the  want  and  amount  of  education ;  to  secure  intelligent  legisla- 
tion upon  the  subject  of  common  schools,  founded  upon  a  knowledge  of  the 
ripe  experience  of  sister  States ;  to  diffuse  correct  conceptions  of  the  ends  and 
means  of  education;  and  to  stimulate  our  fellow  laborers  in  the  business  of 
instruction  to  higher  efforts  for  self-improvement,  and  the  improvement  of  their 
noble  profession. 

It  is  particularly  desired  by  us  that  our  efforts  may  be  useful  to  common 
schools ;  which,  as  they  must  under  any  circumstances,  afford  nine-tenths  of 
the  education  of  the  country,  we  can  not  but  regard  as  of  incomparably  more 
importance  and  more  deserving  of  encouragement  by  legislation,  or  otherwise, 
than  all  the  colleges  in  the  land. 

The  Monthly  Journal  of  Education4  (Princeton,  Philadelphia): 

In  the  most  general  language,  our  object  is  to  promote  *  *  *  the  cause  of  good 
morals  and  sound  education.  In  a  labor  of  this  kind  the  first  requisite  is  to  dis- 
seminate correct  information  on  the  subject ;  to  pour  light  into  the  minds  of  the 
people  in  reference  to  what  has  been  accomplished  and  what  is  in  the  course 
of  accomplishment  in  different  parts,  of  the  world  toward  purifying  the  sources 
of  human  conduct  and  elevating  man  to  his  true  rank  and  dignity  by  giving  him 
such  an  education  as  will  fit  him  for  the  adequate  discharge  of  his  appropriate 
duties.     *     *     *     Closely  connected  with  this  object  is  that  of  awakening  a 

'Am.  Jl.  of  Ed.,  I,  Jan.,  1826,  1-7,  prospectus.        'Am.   Annals,   1882,   II,  301. 
•I,  1.  -I,  1-4,  1835. 


16  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

general  interest  in  the  public  mind  on  the  subject  of  education.  There  is  at 
present,  at  least  in  this  section  of  the  United  States,  a  widespread  and  melancholy 
indifference  in  reference  to  it  *  *  *  in  part  due  to  the  doctrine  borrowed 
from  the  commercial  code  *  *  *  that  education,  like  tea  and  silk,  should 
be  left  to  the  operation  of  the  principle  of  demand  and  supply. 

Another  purpose  is :  To  elevate  the  standard  of  primary  schools  which  do  lit- 
tle but  reading,  writing,  spelling,  arithmetic,  geography,  and  grammar  in  nine- 
teen-twentieths,  or  maybe  ninety-nine  hundredths  of  the  schools,  and  even  these 
are  often  pursued  to  so  limited  an  extent  as  to  be  almost  entirely  useless. 

The  same  periodical,  reorganized  as  the  Monthly  Advocate  of  Education, 
restates  its  purpose:1  That  it  (education)  is,  however,  the  sheet  anchor  of 
our  political  hopes  as  a  Nation,  the  only  safeguard  of  our  civil  institutions, 
every  day's  observation  serves  more  fully  to  convince  us;  and  that  it  is  the 
great  lever  to  be  employed,  under  Providence,  for  the  political  and  moral 
regeneration  of  the  world,  we  entertain  as  little  doubt.  It  is,  therefore,  an 
object  of  prime  and  indispensable  concernment  to  us  as  citizens,  as  philan- 
thropists, and  as  Christians. 

Although  the  value  of  education  is  very  generally  acknowledged  by  our  people, 
yet  we  fear  we  can  not  add  with  truth  that  it  is  as  deeply  felt  by  the  great 
body  of  them.    Apathy     *     *     *     a  painful  topic,  which  blinking  will  not  cure. 

*  *  *  We  must  have  the  firmness  to  probe  the  sore  to  the  core,  and  then, 
with  what  skill  we  may,  to  restore  health  and  soundness  to  the  diseased  and 
suffering  system.  To  lend  a  helping  hand,  feeble  though  it  be,  to  this  great 
and  good  cause  is  our  main  object  in  the  work  which  we  propose  to  establish. 

*  *     *     Teachers'  seminaries  a  main  object  to  be  worked  for. 

Common  School  Assistant : a  The  improvement  of  common  schools  is  the 
exclusive  object  of  this  paper.  From  statistical  fables  it  can  be  seen  that  only 
1  pupil  in  20  goes  higher  than  the  common  school.  This  paper,  therefore,  will 
endeavor  to  assist  19  out  of  20  of  the  children  and  youth  *  *  *  in  acquiring 
the  only  education  they  will  ever  receive.  *  *  *  Public  sentiment  must  be 
enlightened. 

Common  School  Advocate'  (Illinois,  1837)  :  The  leading  object  of  our  pro- 
posed publication  will  be  the  promotion  of  common  schools.  By  this,  however,  we 
would   not  be  understood  as  undervaluing   the  higher   grades  of   education. 

*  *  *  But  our  chief  attention  will  be  devoted  to  common  schools.  And  the 
design  of  the  Advocate  will  be  to  move  the  public  mind  and  make  an  effort  in 
this  all-important  cause  by  the  presentation  of  facts,  examination  of  books, 
methods  of  teaching,  existing  systems  of  education  in  our  country  and  the  world. 

*  *  *  The  primary  object  is  to  break  up  inaction  due  to  lack  of  information 
or  absorption  with  other  topics — not  to  overcome  opposition  to  education,  which 
does  not  exist. 

The  Western  Academician4  (1837)  :  It  will  be  seen  that  the  objects  are,  to 
aid  in  giving  tone  and  character  to  the  public  mind,  to  create  a  taste  for 
scientific  attainments,  to  build  up  a  strong  rampart  about  our  country  by  the 
introduction  of  a  manly  and  vigorous  education  diffused  among  the  people  that 
thus  they  may  know  to  estimate  national  liberty,  as  well  as  to  preserve  it. 

Connecticut  Common  School  Journal6  (1838)  :  The  purpose  is  to  promote  the 
elevated  character  of  common  schools,  *  *  *  be  the  organ  of  communication 
between  the  board  and  secretary  and  the  people,  contain  laws  of  the  State 

*  *  *  help  school  committees  and  visitors  *  *  *  help  form,  encourage, 
bring  forward  good  teachers  *  *  *  and  furnish  some  matter  adapted  to  the 
capacity  of  children  *  *  *  and  give  information  as  to  what  is  being  done 
in  other  States. 

District  School  Journal*  (New  York,  1841)  :  We  are  now  suffering  from  the 
evils  attendant  upon  a  negligent  education.  We  have  been  engrossed  by  the 
material  interests  of  society.  *  *  *  The  public  eye  has  been  coldly  averted 
from- the  schools.  Hence,  we  fear,  is  much  of  the  increasing  demoralization  of 
society;  hence  that  leaden  apathy  which  weighs  down  these  mainsprings  of 
the  social  system,  clogging  all  movement  and  checking  all  progress.     We  do 

»  Vol.   1,  137-138.  *  Vol.  I,  4. 

*  Common  Sen.  Asst.,  1836,  I,  1.  •  Vol.  I,  5,  1838. 

•Common  Sen.  Adv.,  Vol.  1,  1.  •  Vol.  II,  4. 


THE  FUNCTION   OF  EDUCATIONAL  PERIODICALS.  17 

not  realize  the  relation  between  school  and  life.  *  *  *  And,  therefore, 
though  the  fund  is  ample  and  well  contrived,  yet  our  schools  are  embarrassed 
and  degraded  and  will  remain  so  until  an  enlightened  and  honest  interest  is 
taken  in  their  welfare.    The  Journal  hopes  to  help  in  remedying  the  evil. 

Common  School  Journal1  (Pennsylvania,  1844):  It  will,  therefore,  be  our 
aim,  first  of  all,  to  collect  and  diffuse  information  in  regard  to  the  past  history 
and  the  present  actual  condition  of  the  public  schools  throughout  the  State. 
It  is  obvious  that  a  correct  knowledge  of  these  points  must  lie  at  the  basis  of  all 
intelligent  action  for  their  future  improvement.  *  *  *  Next  to  the  col- 
lection and  diffusion  of  information  of  intelligence  in  regard  to  the  state  of 
public  instruction,  we  would  esteem  it  especially  important  to  enlist  the  attention 
of  directors,  teachers,  and  others  engaged  in  the  cause  to  the  suggestion  and 
discussion  of  improvement. 

Ohio  School  Journal3  (1846)  :  (1)  To  awaken  the  whole  community  to  a 
lively  sense  of  the  importance  of  education  to  a  free  people,  and  of  the 
common  school  as  the  means  by  which  all  the  youth  of  the  State  are  to  be 
educated.  (2)  To  arouse  school  directors  and  other  officers  to  a  high  sense 
of  the  responsibility  of  their  stations,  and  to  aid  them  in  performing  their  duty 
to  the  schools,  the  community,  and  the  State.  (3)  To  aid  teachers  in  the  im- 
portant work  of  self-culture  in  preparing  for  the  duties  of  the  schoolroom  and 
in  becoming  efficient  laborers  in  promoting  general  education. 

Maine  Journal  of  Education8  (1850)  :  To  be  the  organ  of  the  board  and  of 
teachers  in  order  to  give  greater  uniformity  and  efficiency.  Will  also  be  a 
medium  for  disseminating  among  the  masses  correct  views  in  regard  to  physical, 
intellectual,  and  moral  culture  of  the  forthcoming  generation  and  the  best  means 
to  be  employed. 

American  Educational  and  Western  School  Journal4  (Ohio,  1852)  :  Design  is 
to  be  educational  but  not  merely  so.  *  *  *  Means  that  it  shall  be  a  guest, 
ever  to  be  greeted  with  undissembled  welcome  at  the  domestic  fireside,  attract- 
ing by  its  genial  message  the  attention  of  both  old  and  young. 

District  School  Journal2  (Iowa,  1853),  to  be  devoted  exclusively  to  the  inter- 
ests of  the  district  schools  of  the  State :  By  so  doing  we  shall  endeavor  to  ele- 
vate the  standard  of  common-school  instruction,  to  diffuse  as  widely  as  possible 
useful  knowledge,  and  to  render  the  communication  of  that  knowledge  to  the 
young  as  free  and  unfettered  as  the  air  they  breathe.  We  shall  advocate  the 
establishment  of  a  school  system  upon  a  broad,  comprehensive,  and  impregnable 
basis,  so  that  the  blessings  of  a  sound  elementary  education  can  be  assured  to 
every  child  of  the  State  without  distinction  or  discrimination. 

Michigan  Journal  of  Education1  (1854)  :  But  what  is  the  object  of  this  new 
periodical?  Not  *  *  *  even  to  procure  a  livelihood  for  editors  and  pub- 
lishers, for  we  get  our  living  by  other  means,  and  this  is  a  labor  of  love,  *  *  * 
but  our  object  is  to  promote  the  correct  and  thorough  and  general  education 
of  the  sons  and  daughters  of  the  State  of  Michigan. 

The  Missouri  Journal  of  Education  *  states  it  purposes  to  arouse  public  feeling, 
urge  better  schoolhouses,  better  qualified  teachers,  and  better  salaries  and 
longer  terms  of  school,  and  explain  best  method  of  instruction  and  discipline, 
and  to  be  literary  as  well  as  educational. 

A  year  later  the  Missouri  Educator,6  after  deploring  the  absence  of  any  liter- 
ary and  educational  journal,  announces  its  purpose  to  be  the  inspiration  of  the 
people,  and  the  inspiration  of  greater  zeal  for  their  work  among  teachers,  as 
well  as  the  giving  of  information  and  suggestions. 

The  Voice  of  Iowa1  (1857)  :  We  have  no  appeal  to  make  to  parties  or  sects, 
but  one  universal  invitation  in  the  name  of  humanity,  in  behalf  of  the  race,  to 

»Vol.  I,  2.  *  Vol.  1,45. 

2  Vol.  I,  1.  "Missouri  Jl.  of  Ed.,  St.  Louis,  I,  3-4,  1857. 

8  Vol.  I,  4.  •  Missouri  Educator,  Jefferson  City,  I,  1,  1858. 

113783°— 19 2 


18  EDUCATIONAL  PERIODICALS  IN   NINETEENTH   CENTURY. 

all  who  love  progress  in  science  and  the  arts,  the  lovers  of  the  beautiful,  the 
true,  and  the  useful ;  we  extend  to  all,  by  whatever  altars  they  may  worship,  or 
around  whatever  captain  they  may  gather,  a  hearty  invitation  to  join  our 
troop.  *  *  *  As  a  pioneer  we  come,  claiming  a  difference  from  all  that  has 
preceded  us.  Although  we  may  sometimes  give  selected  gems,  our  main  object 
will  be  to  make  true  our  name — to  let  Iowa  be  known  as  she  is  to  all  who 
trace  the  pages  of  our  work.  [The  purpose  will  be]  to  bring  within  sight  of  all 
the  glorious  inheritance  of  the  means  for  free  instruction  in  all  the  necessary 
branches  of  science. 

Alabama  Educational  Journal1  (1858)  :  The  object  of  this  journal  is  to  record 
the  educational  movements  going  on  among  us  and  about  us,  both  for  the  sake  of 
diffusing  information  in  respect  of  them  and  that  they  may  be  preserved  as 
matters  of  future  history. 

Y^ung  teachers  may  profit  by  knowing  what  older  teachers  have  done,  edu- 
cational literature  will  be  disseminated  and  the  public  informed.  Teachers, 
parents,  and  citizens  are  appealed  to  for  support. 

The  foregoing  somewhat  extended  quotations  may  be  taken  as  fully  repre- 
sentative of  the  aims  of  school  journals  during  the  pioneer  period,  which,  it 
should  be  noted,  varied  chronologically  with  the  development  of  the  public 
school  system.  Similar  statements  of  aim  could  easily  be  found  in  the  recon- 
struction period  of  the  South  and  the  development  of  the  newer  Western 
States.  In  this  era  appeal  is  to  parents,  school  officers,  the  community  at  large, 
as  well  as  to  teachers.  The  official  State  journals,  sent  as  a  rule  to  school 
officers,  frequently  aimed  to  be  literary  as  well  as  educational,  and  not  "  mere 
school  journals,"  a  term  applied  very  early  and  attached  to  every  periodical 
which  gave  conspicuous  attention  to  schoolroom  procedure. 

The  aims  cited  show  an  unbounded  faith  in  education  as  the  means  of  trans- 
forming society,  and  an  oft-expressed  belief  that  general  diffusion  of  knowl- 
edge is  the  foundation  of  liberty  and  republican  institutions.  To  promote  this 
diffusion  of  knowledge  through  a  public  school  system  which  was  beginning  to 
take  form ;  to  awaken  a  more  general  interest  in  education,  to  disseminate  more 
liberal  views,  to  guide  or  enlighten  public  sentiment  and  enthusiasm  for  edu- 
cation, and  to  secure  intelligent  legislation,  were  among  the  purposes  to  be 
striven  for.  Inquiry  as  to  the  state  of  public  education  in  all  the  world,  past 
and  present,  was  frequently  mentioned  as  prerequisite  for  wise  procedure. 
Among  specific  measures  advocated  were  the  establishment  of  monitorial  schools, 
manual  labor  institutions,  infant  schools,  libraries,  lyceums,  normal  schools,  a 
national  university,  better  education  for  women,  and  most  prominently  of  all 
the  establishment  upon  a  sound  basis  of  free  public  schools.  As  will  be  shown 
in  the  chapter  upon  content,  many  of  the  leading  articles  were  very  general  in 
nature;  comparatively  few  had  direct  relation  to  schoolroom  procedure;  the 
great  aim  was  promotion  and  direction  of  a  public  school  system  in  the  process 
of  becoming.  Even  the  names  of  many  of  these  periodicals  proclaim  their 
mission  as  that  of  agitation.  Fifteen  of  the  eighteen  "Advocates  "  which  have 
lived  their  short  span  had  flourished  and  passed  away  before  1850;  other  sug- 
gestive names  were  the  Academic  Pioneer,  Universal  Educator,  Educational 
Disseminator,  and  Free  School  Clarion. 

Until  about  1870  the  general  aims  previously  cited  seemed  to  satisfy,  though 
tli ere  is  occasional  recognition  of  a  field  not  well  occupied,  that  of  supplying 
material  for  the  rank  and  file  of  those  who  were  actually  doing  the  teaching. 
Such  general  aims  appealed  to  the  few ;  the  many  were  not  so  much  concerned 
with  the  larger  phases  of  educational  thought  as  with  what  was  of  direct  or 
immediate  utility  in  the  schoolroom.     Such  content  in  the  nature  of  the  case 

*Vol.  I,  1. 


THE  FUNCTION  OF  EDUCATIONAL  PERIODICALS.  19 

must  appear  to  be  on  a  lower  plane,  especially  if  it  is  presented  so  as  to  ap- 
peal to  young,  inexperienced,  poorly  educated,  or  ill-trained  teachers.  There  is 
accordingly  much  unwillingness  to  declare  frankly  that  the  purpose,  or  a  lead- 
ing purpose,  of  a  school  journal  is  to  publish  method  and  device,  and  much 
disagreement  as  to  what  the  purpose  of  a  school  journal  should  be.  In  the 
transition  from  the  general  to  the  specific  character,  or,  as  often  expressed,  from 
the  liberal  and  cultural  to  the  direct  and  trivial,  many  uncomplimentary  remarks 
were  made,  even  denying  such  school  periodicals  as  circulate  generally  any 
justification  for  their  existence.  Some  of  the  most  radical  criticisms  are  from 
the  editors  themselves.  Careful  reading  of  the  following  quotations,  which 
state  more  or  less  analytically  the  difficulty  of  determining  the  school  journal's 
function,  and  of  finding  content  appropriate  for  its  purpose,  will  show  that 
one  of  the  unsolvable  problems  attempted  was  that  of  trying  to  interest  rela- 
tively uneducated  teachers  in  matters  beyond  their  mental  horizon;  for  those 
who  were  unwilling  or  unable  to  cheapen  content  by  coming  to  the  lower  level, 
it  was  very  natural  to  find  fault  with  the  tendency  which  did  both. 

The  earliest  recognition  of  the  dual  function  which  school  journals  might  be 
called  upon  to  serve  is  from  the  Education  Reporter  and  Weekly  Lyceum1 
(1830)  : 

"  The  proposed  field  is  almost  unoccupied,"  except  for  the  Journal  of  Educa- 
tion, which  will  devote  itself  more  to  heavy  articles. 

The  Journal  will  still  be  desirable  for  the  scholar  and  the  educated  man 
of  leisure ;  the  Reporter  will  attempt  to  aid  every  teacher,  however  humble  his 
location,  and  assist  every  parent  in  training  up  his  precious  charge.  Our  highest 
ambition  will  be  gratified  if  we  can  fill  this  humble  department  acceptably  and 
usefully. 

The  opposite  •  ideal  appears  in  the  Connecticut  Common  School  Journal' 
(1838)  : 

It  has  been  my  aim  in  this  publication  to  embrace  only  documents  and 
articles  of  permanent  value  and  interest.  This  necessarily  interferes  with  its 
popularity,  success,  and  makes  it  a  constant  expense.     (Barnard.) 

The  following  extracts  relate  more  specifically  to  the  problem :  * 

What  is  to  be  expected  of  a  teachers'  journal?  Some  object  that  it  contains 
no  material  for  the  district  schools,  almost  entirely  for  grade  and  high  schools. 
Many  take  a  teachers'  journal  expecting  in  it  and  by  it  to  be  told  how  to  teach 
school  under  any  and  all  circumstances;  how  they  shall  keep  order,  how  they 
shall  teach  reading,  spelling,  etc. ;  in  other  words,  they  expect  a  set  of  em- 
pirical recipes,  and  if  they  do  not  find  them,  as  they  can  not,  they  drop  the 
journal  as  of  no  use  to  them.  It  must  be  understood  that  it  is  impossible  to 
give  detailed  methods  in  teaching  that  are  infallible.  Teaching  has  not  yet 
reached  the  crystalline  stage  of  a  true  science,  when  it  can  be  limited  and  de- 
fined, its  processes  explained,  and  its  results  predicted  with  certainty. 

American  Education  Monthly*  (1869)  :  The  poverty  of  our  educational 
literature  is  indeed  a  matter  of  national  reproach,  especially  to  a  nation  that 
professes  to  be  doing  so  much  and  so  well  for  education.  The  better  class  of 
teachers  *  *  *  hold  themselves  aloof  from  educational  papers.  Thus 
*  *  *  they  exert  no  considerable  influence  on  the  character  of  educational 
literature. 

Boys  and  girls  teaching  are  neither  producers  nor  consumers  of  educational 
literature.  The  editor  classifies  other  teachers  as  those  who  lead,  "leading 
educators  "  ;  those  who  are  led ;  and  those  who  neither  lead  nor  go.  The  second 
group  furnishes  most  market  for  school  papers,  and  this  class  craves  material 
of  the  county  institute  essay  type  or  of  the  comic  almanac  style ;  principles  they 
can  not  stand. 


1  Vol.  I,  1.  «  Illinois  Teacher,  1869,  XVI,  81. 

*  Vol.  I,  5.  «  Vol.  VI,  116-121. 


20  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

The  Teacher1  (1889)  :  Our  highly  esteemed  and  very  valuable  contemporary, 
the  Journal  of  Pedagogy,  Athens,  Ohio,  some  time  ago  called  attention  in  its 
editorial  columns  to  the  worthlessness  of  a  large  number  of  our  American  edu- 
cational journals.  We  have  long  been  impressed  with  this  fact,  and  are  also 
"  sorry  to  be  compelled  to  say  that  their  average  tone  is  decidedly  low."  The 
number  of  these  journals  is  annually  increasing,  in  spite  of  the  fact  that  the 
greater  part  of  them  meet  an  early  and  richly  deserved  death.  We  are  puzzled 
to  know  what  is  the  reason  for  their  existence.  Do  teachers  demand  that  sort 
of  chaff?  or  is  it  that  their  editors  are  under  the  misapprehension  that  teachers 
are  altogether  devoid  of  literary  taste — or,  worse  still,  of  common  sense?  These 
educational  journalists  are  mostly  under  the  impression  that  the  sort  of  inspira- 
tion and  practical  help  (?)  needed  by  teachers  is  scrappy  information  of  all 
kinds  and  a  vast  amount  of  questions  and  answers  and  exceedingly  interesting 
items  about  very  unimportant  persons  and  things.  *  *  *  We  can  not  very 
well  know  where  to  lay  the  blame,  but  we  do  know  and  feel  that  a -crusade 
against  such  literature  and  such  deteriorating  influences  is  very  much  needed. 
We  are  sorry  for  the  editors  and  publishers  who  are  constrained,  if  they  are  so, 
to  meet  such  a  demand.  We  are  just  as  grieved  for  the  teachers  who  waste 
their  time  on  such  reading,  and  more  so  for  those  who  are  in  need  of  influence 
and  have  to  come  to  such  a  source  for  their  education.  A  description  of  these 
journals  is  hardly  necessary.  *  *  *  They  are  fine  specimens  of  enterprising 
journalism,  with  a  very  small  capital  of  education  or  the  culture  inseparable 
from  it.  Under  the  circumstances  it  is  «a  problem  why  they  exist,  and  when 
they  cease  their  existence  the  profession  will  be  blessed. 

Quoted  by  Public  School  Journal2  (LX,  408)  :  Our  American  educational  jour- 
nals are  not,  in  the  main,  such  as  we  could  be  .proud  of.  They  are  to-day,  for 
the  most  part,  crude,  shallow,  uncritical,  carelessly  edited,  full  of  poor  flatteries, 
lacking  in  dignity,  and  lacking  in  definite  aim.  Perhaps  no  other  field  of  jour- 
nalism has  been  cultivated  in  so  unsatisfactory  a  manner,  whereas  no  field 
really  demands  more  critical  and  scientific  workers;  for  the  educational  journal 
is  the  teacher  of  teachers. 

Samuel  Findley,  on  educational  journalism  in  Ohio : 8  A  problem  ever  present 
to  the  honest  editor  of  a  periodical  devoted  to  the  interests  of  common  schools 
is  how  to  fill  his  pages  with  matter  most  instructive,  elevating,  and  inspiring, 
and  best  calculated  to  promote  wise  and  sound  education,  and  yet  at  the  same 
time  so  popularize  his  journal  as  to  secure  a  sustaining  constituency.  The  prob- 
lem is  not  an  easy  one,  but  is  likely  to  grow  easier  with  the  increase  of  intelli- 
gence and  the  dissemination  of  broader  and  juster  views  of  education  among 
teachers. 

[The  writer  (Sabin)  4]  believes  that  the  custom  of  filling  a  school  journal  with 
methods  and  devices,  cut  and  dried,  all  ready  for  school  use,  is  not  calculated 
to  make  strong,  independent  teachers.  It  savors  too  much  of  the  labor-saving 
device  of  living  in  a  flat  and  having  meals  sent  in  from  a  common  kitchen.  The 
power  to  think,  to  originate,  to  adapt  to  the  present  work  of  the  school,  is  the 
surest  criterion  of  a  good  teacher ;  but  this  power  is  not  acquired  by  wearing 
the  misfit  garments  of  some  other  person,  nor  by  fighting  the  battles  of  David 
in  the  armor  of  Saul. 

The  Journal6  wiU'continne  to  address  teachers  as  rational  beings  who  are 
intelligent  and  are  seeking  to  improve  their  knowledge  of  the  theory  and  prac- 
tice of  teaching.  It  positively  refuses  to  consider  the  education  of  a  child  as 
a  mechanical  process,  to  be  carried  on  by  mechanical  device  and  rule  of  thumb. 

Ohio  Educational  Monthly  (1901,  358)  :  Among  the  subscribers  to  educational 
journals  are  found  the  two  extremes,  composed  on  the  one  hand  of  those  whose 
demand  for  what  they  term  practical  is  so  strong  that  they  fail  to  see  anything 
of  merit  in  an  article  which  can  not  be  used  directly  to  aid  them  in  the  actual 
work  of  the  classroom,  and,  on  the  other  hand,  of  those  who  have  lost  all  sympa- 
thy with  the  helps  which  are  so  valuable  to  inexperienced  teachers  and  which 
they  themselves  at  one  time  needed,  and  who  as  a  result  criticise  every  article 
which  does  not  treat  in  a  philosophical  manner  some  underlying  principle  of 
education.     *     *     * 

»Vol.  II,  82. 

2  New  England  Mag.,   1801,   IV,  134. 

8  Ohio  Ed.  Mo.,    1802,  XLII,  344. 

«Iowa   Sch.  Jl.,  Des  Moines,  1892,  VII,  7. 

•  Pub.  Sch.  Jl..  Bloomington,  1893,  XIII,  37. 


THE  FUNCTION   OF  EDUCATIONAL  PERIODICALS.  21 

The  young  teacher  who  wants  to  grow  in  his  work  realizes  that  he  must  feed 
his  mind  upon  something  outside  of  and  beyond  the  mere  daily  grind,  important 
as  that  is,  by  which  he  must  prepare  himself  for  his  daily  work.  He  welcomes 
topics  which  do  not  have  any  direct  bearing  upon  his  daily  work,  which  may  not 
be  practical  in  the  narrow  sense  of  being  immediately  and  directly  usable,  but 
which  do  give  him  something  outside  of  his  schoolroom  and  beyond  himself  to 
think  about  and  reflect  upon. 

The  plan  of  conducting  the  Practical  Teacher ■  is  a  very  simple  one.  It  con- 
sists of  an  attempt  to  teach  and  in  some  degree  supervise  the  teaching  of  those 
who  may  need  my  help  in  their  work.  I  have  a  very  strong  desire  to  assist 
teachers  in  their  struggles  to  do  better  work  in  the  schoolroom,  and  have  ac- 
cepted the  editorship  of  the  Practical  Teacher  that  its  columns  may  be  made  a 
means  of  helping  thOse  teachers  who  are  beyond  the  immediate  limits  of  my 
classes  and  personal  direction.     (F.  W.  Parker.) 

The  Western  Teacher 2  discusses  schoolroom  method,  practical  aids,  and 
usable  materials  for  progressive  teachers. 

The  School  Bulletin3  sets  forth  its  purposes  as  follows:  To  give  news 
especially  of  the  institutes  of  the  State ;  to  publish  extended  sketches  of  New 
York  teachers  and  schools,  and  to  discuss  in  brief  articles  only  current  educa- 
tional measures. 

The  purpose  is  to  publish  a  State  school  paper4  of  practical  value  to  every 
teacher — methods,  device,  schoolroom  aids:  Our  constant  aim  will  be  to  meet 
the  absolute  needs  of  the  schoolroom. 

The  foregoing  are  representative.  Their  main  content  may  be  summarized 
as  follows :  The  better  class  of  teachers  holds  itself  aloof  from  teachers'  peri- 
odicals; many  of  the  rest  want  amusement,  jokes,  scrappy  information,  or  lit- 
erary pedagogy  of  the  county  institute  type.  Hence  many  journals  are  crude, 
shallow,  and  lacking  in  dignity.  The  most  commonly  alleged  demand  from 
teachers,  however,  seems  to  come  from  ill-qualified  persons  who  persistently 
ask  for  something  "practical" — material  directly  usable  in  the  schoolroom. 
Teachers  apparently  wish  to  read  a  plan  of  procedure  to-day  which  may  be 
practiced  to-morrow  and  forgotten  the  next  day,  without  improving  themselves. 
Several  of  the  quotations  protest  against  ready-made  devices  and  prescriptions 
for  rule  of  thumb  and  mechanical  methods.  It  is  noted,  however,  that  much 
which  appears  trivial  to  an  experienced  teacher  may  have  had  value  at  an 
earlier  stage  in  his  career ;  what  is  quite  obvious  and  used  as  a  matter  of  fact  by 
strong,  resourceful,  or  ingenious  teachers  has  to  be  suggested,  even  given  in 
ready-made  form  to  a  large  class  of  teachers  who  are  neither  resourceful  nor  in- 
genious. And  the  last  citations  recognize  method  and  device  as  a  large  element 
of  their  aim.  A  study  of  circulation  statistics  in  a  later  chapter  shows  that  the 
journals  which  actually  made  this  their  aim  were  the  ones  which  met  the  most 
general  demand. 

Between  the  ideal  of  Dr.  Barnard,  "  to  embrace  only  articles  of  permanent 
value  and  interest,"  and  the  clever  paper,  with  its  hints,  plays,  songs,  exercises  to 
cut  and  paste;  and,  on  the  other  hand,  the  schoolmen's  type  of  journal,  with 
its  notes,  personals,  "puffs,"  and  editorial  advertising,  there  is  a  wide  gulf. 
The  former  type,  best  represented  by  Barnard's  American  Journal  of  Edu- 
cation, realized  its  function  most  fully  in  becoming,  as  projected,  a  standard 
encyclopedia  of  education.  It  may  be  consulted  in  any  large  library,  and  is 
accepted  as  good  authority  at  home  and  abroad.  It  is  read  only  by  somewhat 
scholarly  persons  now,  as  was  the  case  while  being  published.  For  actual 
average  teachers  with  only  moderate  enthusiasm  for  things  intellectual,  it  was 


1  Practical  Teacher,  Chicago,  1884,  VIII,  13. 
•  Western   Teacher,   Milwaukee,    1892. 
»Sch.   Bulletin,   Syracuse,   1874,   I,   4. 
•Nebraska  Teacher,  Lincoln,   1898,  I,  18. 


22  EDUCATIONAL  PERIODICALS  IN  NINETEENTH  CENTURY. 

too  scholarly,  serious,  and  impersonal.  A  careful  student  of  education1  has 
alleged  that  school  journals  at  the  close  of  the  century  were  less  powerful  than 
50  years  earlier,  since  they  could  no  longer  influence  legislation.  With  the  state- 
ment there  can  be  no  objection.  Any  inferences  drawn  from  it  should  take 
into  consideration  the  fact  that  the  earlier  journals  were  devised  for  and  read 
by  those  who  made  laws  or  at  least  voted  for  lawmakers,  while  the  most 
general  circulation  of  school  journals  at  the  close  of  the  century  was  among 
those  who  did  neither.  All  might  be  interested  in  the  construction  of  a  State 
school  system ;  only  professional  teachers  could  be  expected  to  read  nature- 
study  lessons  or  busy-work. 

The  following  is  the  estimate  of  a  competent  student  of  education  concerning 
school  journals  of  the  time  (1895)  :  * 

After  long  examination  of  the  several  periodicals,  we  have  some  time  since  con- 
cluded, and  now  invariably  advise  teachers,  that  for  most  purposes  no  edu- 
cational journal  is  half  so  valuable  as  the School  Journal, 

edited  by Our  reasons  for  this  opinion  are,  that  it  is  con- 
ducted in  an  earnest,  helpful  spirit ;  that  it  makes  no  concessions  to  the  educa- 
tional demagogues  and  mountebanks;  that  it  continually  sets  the  mastery  of 
principles  above  the  application  of  mere  devices ;  and  that  it  never  for  a  moment 
loses  sight  of  the  philosophical  and  psychological  foundations  on  which  all  sound 
educational  theory  and  practice  must  rest.  Its  ideals  are  of  the  highest  and 
its  methods  beyond  criticism. 

With  the  above  high  indorsement,  which  seems  to  the  writer  not  unreasonable, 
note  the  character  of  the  periodical  under  consideration.  The  volume  of  1895-96, 
in  its  less  than  600  pages,  exclusive  of  advertising,  contains  nearly  200  articles, 
in  addition  to  book  notices,  poetry,  a  few  jokes,  news,  and  editorial  notes,  and 
a  long  continued  story.  A  fourth  of  its  space  is  occupied  with  schoolroom 
method  and  management.  It  is  of  interest  only  to  teachers,  unless  the  story 
should  prove  of  interest  to  older  children.  Compared  with  the  works  of  the 
early  period,  it  would  appear  to  the  general  reader  scrappy  and  of  limited 
interest.  But  both  the  estimate  quoted  and  its  circulation  indicate  that  it  was 
performing  its  mission.  The  function  of  a  general  school  periodical  had 
changed. 

In  this  chapter,  chiefly  by  means  of  the  quotations  cited,  it  has  been  shown  that 
the  earlier  school  journals  had  widely  inclusive  aims,  the  most  constant  and 
universal  of  which  were  agitation  and  promotion  of  wise  educational  measures 
by  influence  upon  leaders  rather  than  direct  aid  of  actual  teachers  through 
method  and  device ;  this  aim  and  the  older  type  of  journal,  in  the  presence  of 
demand  for  "  practical "  material  for  teachers,  occasioned  after  1860  much 
discussion  as  to  what  a  school  journal  was  or  should  attempt.  As  a  class 
school  journals  met  these  demands  and  questions  by  the  increase  of  "  practical 
helps  "  and  "  school  news  "  material,  shown  later  in  the  study  of  content ;  and 
it  will  also  be  shown  that  another  class  of  periodicals  developed  whose  soie 
appeal  was  to  the  classroom  teacher.  The  only  possible  solution  of  the  dual 
problem  was  increase  of  specialization. 

1  Boone :  Educ.  in  the  U.  S.,  152. 
•Ed.   Rev.,   New   York,   1895,   IX,   523. 


Chapter  III. 

SCHOOL  JOURNALS  SPECIALIZED  TO  MEET  LOCAL 

NEEDS. 


Progressive  specialization  as  a  general  movement  is  easily  marked  in  the 
evolution  of  American  educational  periodicals.  At  first,  apart  from  unconscious 
variations  due  to  editorial  bent,  education  itself  was  considered  a  sufficiently 
narrow  field.  Later,  divers  interests  claimed  attention,  which  resulted  in  great 
specialization  of  content,  discussed  in  a  subsequent  chapter ;  identification  with 
the  interests  of  territorial  divisions — or,  rather,  administrative  units — will  be 
the  principal  subject  of  this  chapter.  The  first  journals,  while  somewhat  local 
in  contributors,  content,  and  circulation,  were  not  specifically  addressed  to 
the  needs  of  any  locality.  But  in  the  development  of  State  school  systems  it 
was  inevitable  that  State  school  journals  should  come  into  being,  in  some 
respects  similar  to,  though  not  modeled  after,  the  official  and  local  German 
publications.  As  these  were  for  many  years  practically  the  only  educational 
periodicals  published,  and  still  remain  important,  an  account  of  certain  phases 
of  their  development  will  be  given.  Brief  notice  will  also  be  taken  of  county 
educational  papers,  a  further  specialization  to  meet  local  needs. 

The  two  agencies  most  influential  in  establishing  State  school  journals  were 
State  superintendents  or  commissioners  of  schools  and  State  teachers'  asso- 
ciations. Very  often  the  first  local  attempt  at  publication  of  such  periodicals 
came  through  one  of  these  means;  in  other  cases  there  were  private  pioneer 
efforts,  more  or  less  unsuccessful,  which  soon  gave  way  to  one  of  the  official  or 
semiofficial  agencies,  with  greater  responsibility  and  better  resources  for  support 
and  cooperation. 

The  first  of  the  journals  established  and  edited  by  State  superintendents  of 
schools1  were  the  Ohio  Common  School  Director,  conducted  by  Samuel  Lewis 
and  published  by  action  of  the  State  Legislature  of  Ohio,2  and  the  Michigan 
Journal  of  Education,3  likewise  circulated  by  the  State  legislature  and  con- 
ducted by  Supt.  J.  D.  Pierce,  "  Father  of  the  Michigan  public-school  system." 
Both  of  these  were  issued  beginning  with  March,  1838.  In  August  of  the  same 
year  Henry  Barnard  began  the  publication  of  the  Connecticut  Common  School 
Journal,4  under  the  direction  of  the  board  of  commissioners  of  common  schools. 
In  1839  Horace  Mann,  secretary  of  Massachusetts  Board  of  Education,  began 
the  issue  of  the  Common  School  Journal 5  of  Massachusetts.  The  District  School 
Journal a  of  the  State  of  New  York,  published  by  Francis  Dwight,  appeared  in 
March,  1840,  the  editor  citing  in  the  first  issue  the  State  publications  of 
Michigan,  Connecticut,  and  Massachusetts  as  a  reason  for  aspiring  to  a  place 
as  a  State  organ. 

1  Barnard:  XV,  383:  Conn.  Com.  Sen.  Jl.,  1842,  IV,  30. 

2  Ohio  Jl.  of  Ed.,  1862,  VII,  224. 

8  Hoyt  and  Ford.     J.  D.  Pierce.  "  Father  of  Mich.  sch.  system,"   124-129. 

4  Conn.  Com.  Sch.  Jl.,  1838,  I,  1-5. 

•Com.   Sch.   Jl.,   1839,   I,    1. 

0  District  Sch.  Jl.,  1840,  I,  1,  3. 

23 


24  EDUCATIONAL  PERIODICALS  IK  NINETEENTH   CENTURY. 

The  Journal  of  the  Rhode  Island  Institute  of  Instruction  (1845),  though 
nominally  the  organ  of  the  institute,  was  edited  by  Henry  Barnard,  the  State 
commissioner  of  schools,  as  was  the  Rhode  Island  Educational  Magazine  (1852), 
continued  by  his  successors.  The  Common  School  Advocate  (1848)  was  published 
by  the  secretary  of  the  State  Board  of  Education  in  Maine.1  Of  these  early  State 
ventures,  most  of  which  were  somewhat  aided  financially  by  the  States,  as  well 
as  others  published  under  private  auspices  but  given  official  encouragement, 
only  two  survived  as  long  as  10  years,  and  none  of  the  rest  for  half  so  long  a 
period.  State  superintendents  continued  active  in  establishing  such  journals, 
and  States  made  appropriations  toward  their  support,  a  phase  of  the  matter 
discussed  later  in  this  chapter. 

It  is  not  difficult  to  recognize  the  dire  need  of  "  official  organs  "  or  means  of 
communication  with  school  officers  in  a  frontier  State,  where  school  laws  were  in 
the  making.  Inadequate  office  facilities  made  the  writing  of  many  letters  bur- 
densome, if  not  impossible.  Even  circular  letters,  used  to  answer  questions 
repeatedly  asked  and  to  stir  enthusiasm  for  education  among  school  officers  and 
patrons,  were  both  expensive  and  ineffective.  The  purposes  of  State  superin- 
tendents and  commissioners  are  frequently  set  forth  in  justification  of  their 
editorial  efforts  and  the  official  organs.  The  purpose  of  the  Connecticut  Com- 
mon School  Journal 2  was — 

to  promote  the  elevated  character  of  common  schools  *  *  *  be  the  organ  of 
communication  between  the  board  and  secretary  and  the  people  *  *  *  con- 
tain the  laws  of  the  State  *  *  *  help  school  committees  and  school  visitors, 
help  form,  encourage,  bring  forward  good  teachers  *  *  *  furnish  some 
matter  adapted  to  capacity  of  children  *  *  *  and  inform  as  to  what  is  doing 
in  other  States — 

and  of  Its  work  the  official  report  was  as  follows:* 

Amid  the  jarring  conflicts  of  party,  and  the  louder  claims  of  sectarian  and 
other  interests,  the  peaceful  and  unobtrusive  cause  of  education  has  received  but 
little  attention  from  the  public  press  generally,  either  political  or  religious. 
It  was  felt  that  a  journal,  kept  sacredly  aloof  from  the  disturbing  influences  of 
party  or  sectarian  differences,  and  made  the  organ  of  communication  between 
committees,  teachers,  and  friends  of  education  in  different  parts  of  the  State, 
the  depository  of  all  laws  relating  to  schools,  and  of  opinions  on  questions  con- 
nected with  their  administration,  and  the  vehicle  of  extended  discussions  and 
information  on  the  whole  subject,  would  be  highly  serviceable  in  awakening  an 
active,  intelligent,  and  efficient  spirit  in  forwarding  the  cause. 

Horace  Mann's  Common  School  Journal  *  briefly  states  its  purpose  to  be  "  im- 
provement of  the  common  schools  and  the  means  of  popular  education,  not  so 
much  to  discover  as  to  diffuse  knowledge  *  *  *  contain  laws,  reports  of  the 
board." 

The  district  School  Journal6  of  the  State  of  New  York,  in  speaking  of  the 
official  papers  of  Massachusetts,  Connecticut,  and  Michigan,  says: 

They  are  conducted  under  the  superintendence  of  the  officers  charged  with 
that  subject  and  are  made  the  organs  of  communicating  to  the  subordinate 
officers,  to  teachers,  and  to  the  inhabitants  of  districts  the  various  information 
necessary  to  the  correct  discharge  of  their  duties  and  to  prevent  litigation. 
They  contain  also  valuable  essays  upon  reforms  and  improvements  of  the  sys- 
tem, and  discussions  on  various  topics  connected  with  education,  calculated  to 
awaken  attention  to  the  subject  and  produce  a  more  active  and  vigorous  spirit 
in  forwarding  the  cause. 

*  Griffin  :  Press  of  Maine.     Barnard  :  XV,  383  ;  Me.  Jl.  of  Ed.,  1850,  I,  14. 
2  1838,  I,  5. 

8  Fourth  Rep.  Bd.  of  Commissioners  of  Common  Sens.,  1842. 

*  1839,  I,  1. 
6  1840,  I,  2. 


SCHOOL  JOURNALS  TO   MEET  LOCAL  NEEDS.  25 

The  Common  School  Journal  of  Pennsylvania,1  which  aspired  to  an  official 
status  it  never  reached,  was  devised — 

To  promote  a  convenient  and  economical  medium  for  conveying  the  laws  of 
the  Commonwealth  and  official  communications  from  the  superintendent  of  com- 
mon schools  to  the  board  of  directors  in  each  school  district  of  the  State. 

The  general  purpose  of  the  pioneer  Michigan  Journal  of  Education  (1838)  was 
set  forth  in  its  Latin  motto,  doubtless  somewhat  puzzling  to  many  of  the  school 
officers  who  received  it  at  State  expense,  Omnibus  scientia  sicut  omnibus  suf- 
fragia;  Uteris  enim  crescit  res  publico,  et  permanebit. 

,  As  a  summary  of  the  purpose  and  value  of  a  periodical  to  the  State  superin- 
tendent, the  estimate  of  Supt.  Gregory,  of  Michigan,  is  given: 

After  coming  into  office  I  weighed  carefully  the  question  of  exercising  the 
authority  given  by  law  to  the  State  superintendent  of  subscribing  for  a  copy 
of  the  Journal  of  Education  for  each  of  the  school  districts  of  the  State.  The 
need  of  some  such  means  of  communication  with  the  district  officers  had  been 
frequently  asserted  by  my  predecessors  and  by  the  superintendents  of  other 
States.  I  finally,  the  1st  of  March,  subscribed  for  a  sufficient  number  of  copies 
to  send  one  to  every  school  director  at  the  rate  of  60  cents  a  year.  The  small 
sum  of  60  cents  to  each  district  is  surely  no  great  price  to  pay  for  an  agency 
that  puts  the  department  in  monthly  communication  with  every  district  board 
in  the  State.  The  Journal  has  been  of  great  service  in  giving  an  early  pub- 
lication to  the  laws  passed  the  last  session,  and  in  carrying  the  ordinary  noti- 
fications of  the  department.  A  considerable  portion  of  its  cost  has  been  saved 
to  the  State  in  the  circulars  which  must  otherwise  have  been  issued,  and  the 
postage  on  them.  It  will  be  still  more  useful  the  coming  year,  and  will  prob- 
ably save  the  department  nearly  its  cost.  Some  of  the  States  are  accustomed 
to  make  appropriations  for  the  circulation  of  tracts  on  the  subject  of  educa- 
tion ;  this  goes  as  a  monthly  tract  to  the  district,  and  the  influence  it  thus  exer- 
cises in  promoting  the  efficiency  of  our  system  of  public  instruction  can  not  be 
too  highly  estimated.4 

He  adds  that  it  is  sometimes  circulated  and  read  throughout  the  district. 

It  being  evident  enough  from  the  foregoing  typical  citations  that  the  States 
could  make  good  use  of  official  periodicals,  at  least  until  school  systems  had 
passed  the  pioneer  stage  and  achieved  some  measure  of  well-understood  stability, 
an  examination  of  some  of  the  workings  of  such  laws  and  official  arrangements 
as  were  made,  or  in  actual  operation  without  formal  recognition,  will  contribute 
to  an  understanding  of  this  phase  of  educational  journalism. 

The  three  most  important  ways  in  which  States  have  assisted  in  the  support 
of  school  journals  are: 

(a)  By  direct  financial  aid,  permitting  or  requiring  the  circulation  of  such 
periodicals,  supported  by  appropriations  from  the  State  treasury ; 

(b)  By  laws  and  regulations  permitting  or  authorizing  local  boards  or  school 
officers  to  subscribe,  making  payment  from  local  funds ; 

(c)  Through  State  superintendents  and  State  boards  of  education  by  means 
of  official  and  semiofficial  "  designations,"  circulars  requesting  or  advising 
teachers  and  officers  to  subscribe,  and  pressure  exerted  by  official  connection 
with  unofficial  publications. 

Each  of  these  will  be  considered  in  some  detail,  direct  financial  support  most 
extensively. 

The  first  State  appropriations  of  money  to  circulate  school  journals  occurred 
in  Ohio  and  in  Michigan,  where  those  States  supported  the  Ohio  Common  School 
Director  and  the  Michigan  Journal  of  Education,  respectively.  Beginning  with 
March,  1838,  the  first  was  continued  through  November  of  the  same  year,  and 
the  second  until  February,  1840.  The  suggestion  of  this  measure  for  improving 
public  education  probably  came  from  a  reading  of  Cousins's  report  upon  educa- 

»1844,  I,  No.   1. 

a  Mich.  Jl.  of  Ed.,  1860,  88. 


26  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

tion  in  Prussia,1  which  had  been  generally  circulated  in  the  United  States,  Mrs. 
Austin's  translation  appearing  in  1834.  This  report  indicates  that  certain  pro- 
fessional literature  was  annually  sent  to  Prussian  teachers  at  State  expense. 
The  next  was  in  Connecticut,2  where  the  assembly  in  1840  appropriated  $330 
toward  defraying  the  expense  of  sending  to  every  school  society  in  the  State 
a  bound  copy  of  such  numbers  of  the  Common  School  Journal  as  had  been  pre- 
viously placed  at  the  disposal  of  the  committee  on  schools.  In  1840  the  State 
superintendent  of  New  York*  recommended  the  appropriation  of  $2,800  to  cir- 
culate gratuitously  among  school  officers  an  official  organ  of  the  State  depart- 
ment of  education,  and  he  cites  the  example  of  Massachusetts,  Connecticut,  and 
Michigan.  Next  year,  1841,  authority  was  given  the  State  superintendent  to 
subscribe  for  a  copy  for  each  organized  district  of  the  State,  all  official  notices 
and  laws  to  be  published  gratuitously. 

By  the  action  of  the  five  States  mentioned  the  precedent  was  well  established, 
and  most  of  the  State  legislatures  were  petitioned  or  "  memorialized  "  in  behalf 
of  new  periodicals  as  fast  as  they  were  established  by  the  State  associations. 
In  some  States,  as  in  New  Hampshire,*  the  legislature,  after  being  repeatedly 
importuned,  reported  the  matter  as  "inexpedient."  In  Iowa8  a  resolution  w.  s 
introduced  into  the  senate  authorizing  the  State  superintendent  to  subscribe 
for  1,600  copies  of  the  District  School  Journal  of  Education,  at  not  more  than 
80  cents  a  copy,  for  the  school  districts  of  the  State,  but  it  was  indefinitely  post- 
poned. The  editor  says  this  action  came  as  no  surprise  to  him  after  he  had  seen 
the  legislators,  but  a  later  legislature,  more  favorably  disposed,  passed  a  similar 
measure.  Usually  such  laws  were  enacted  upon  the  recommendation  of  the 
State  superintendent  or  commissioner  of  schools  after  a  memorial  had  been 
presented  by  a  committee  representing  the  State  Teachers'  Association.  The 
general  nature  of  the  various  laws  passed  may  be  best  inferred  by  examining 
the  following  quotations  and  summaries : 

In  New  York  8  the  annual  appropriation  for  the  District  School  Journal  was 
not  renewed  after  1851,  and  the  Journal  was  discontinued  in  1855.  A  smaller 
appropriation  was  made  to  send  the  New  York  Teacher T  to  town  and  city  super- 
intendents. After  being  reduced  in  amount,  this  was  discontinued,  and  an  ap- 
propriation of  $1,000  made  to  send  the  Teacher  to  inexperienced  teachers.8 

The  Connecticut  law,  and  an  indication  of  its  operation,  follows:9 

Resolved  by  this  Assembly,  That  the  sum  of  $250  annually  be,  and  the  same 
hereby  is,  appropriated  to  the  use  of  the  Connecticut  State  Teachers'  Association 
to  be  drawn  by  the  order  of  the  president  or  the  controller,  to  be  paid  from  the 
civil-list  funds  of  the  State:  Provided,  That  said  association  shall  furnish  one 
copy  of  the  Connecticut  School  Journal  and  Annals  of  Education,  each  month, 
without  charge  to  the  active  school  visitor  of  each  school  society.  (Passed, 
1854.) 

A  memorial  of  the  State  Teachers'  Association  *•  asked  the  legislature  for  an 
extension  of  this  support  in  sending  to  each  independent  district  a  copy  of  the 
Journal.  As  indicated,  the  legislature  of  1S54  appropriated  a  sum  sufficient  to 
circulate  the  Journal  among  school  visitors.  The  State  superintendent,  J.  D. 
Philhrick,  says  of  this:11 

1  Cousins's  Report,  22. 

•Conn.  Cora.  Sen.  Jl.,  1840,   III,  24. 

*N.  Y.  Dist.  Sen.  Jl.,  1840-41,  I. 

4N.   II.  Jl.   of  Ed.,   1862,   VI,    15. 

•  Iowa  Dist.  Sen.  Jl.  of  Ed.,  1853-54,  I,  28. 

•N.  Y.  Teacher,  1855,  III,  238. 

« Ibid.,  X,  167. 

8  Ibid.,   XI,   197. 

"Conn.  Com.  Sen.  Jl.,  1855,  X,  167. 
»°  Ibid.,  309. 
u  Rep.  Conn.  Supt.  of  Common  Seng.,  1855,  30. 


SCHOOL  JOURNALS  TO   MEET  LOCAL  NEEDS.  27 

The  benefits  which  were  anticipated  from  this  measure  have  beer  fully  re- 
alized. Indeed,  they  have  proved  much  greater  than  was  expected.  Through 
this  medium  an  edition  of  the  school  laws  as  compiled  and  passed  *  *  *  at 
the  last  session  was  circulated  among  the  school  visitors,  and  a  mass  of  infor- 
mation has  been  disseminated  with  reference  to  the  best  plans  of  organizing, 
instructing,  and  elevating  the  character  of  our  schools. 

The  superintendent  then  points  out  the  advantage  of  sending  the  Journal  to 
every  district  and  recommends  that  an  appropriation  be  made  to  enable  this  to 
be  done.  This  request  was  repeated ■  or  suggested  in  most  of  the  annual  reports 
until  the  Journal  suspended  in  1866. 

By  far  the  longest-continued  State  support  of  a  school  periodical  is  found  in 
Pennsylvania.2    Section  9  of  the  law  of  May,  1855,  is  as  follows: 

That  the  Pennsylvania  School  Journal  shall  be  recognized  as  the  official 
organ  of  the  department  of  common  schools  of  this  Commonwealth,  in  which 
the  current  decisions  made  by  the  superintendent  of  common  schools  shall  be 
published,  free  of  charge,  together  with  all  official  circulars  and  such  other  let- 
ters as  he  may  find  it  necessary  or  advisable  to  issue  from  time  to  time,  includ- 
ing his  annual  report ;  and  the  superintendent  is  hereby  authorized  to  subscribe 
for  one  copy  of  said  School  Journal  to  be  sent  to  each  board  of  school  directors 
in  the  State,  for  public  use,  and  charge  the  cost  thereof  to  the  contingent  expenses 
of  the  department  of  common  schools. 

This  law  remained  in  force  until  after  1909;  *  appropriations  for  the  circula- 
tion of  the  Journal  have  been  continued  to  the  present  (1916).  According  to  the 
provisions  of  another  law,  every  school  director  by  vote  of  the  local  board  might 
receive  the  Journal  at  the  expense  of  the  district. 

The  Wisconsin  law  of  March,  1S56,*  authorized  the  State  superintendent  to 
subscribe  for  a  copy  of  the  Wisconsin  Journal  of  Education  for  each  district 
and  for  each  town  superintendent. 

After  several  years  of  urging,  the  Michigan  Legislature  in  1S55  provided  for 
sending  at  State  expense  two  copies  of  the  Michigan  Journal  of  Education  B  to 
each  district,  one  to  be  sent  monthly,  the  other  sent  at  the  close  of  the  year  as 
a  bound  volume  to  become  part  of  the  district  library.  This  law  was  in  opera- 
tion two  years.      The  1S57  law  follows : 

The  people  of  the  State  of  Michigan  enact  that  the  State  superintendent  of 
public  instruction  be  and  is  authorized  to  subscribe  for  one  copy  of  the  Michigan 
Journal  of  Education,  a  periodical  published  under  the  direction  of  the  Michigan 
State  Teachers'  Association,  for  each  school  district  in  the  Slate,  to  be  sent  by 
mail,  the  postage  being  prepaid  by  the  publishers,  to  the  director  of  the  said 
districts,  the  price  of  such  subscription  to  be  60  cents  a  year  for  each  copy,  and 
such  subscription  to  begin  with  the  January  number  of  the  present  year.  All 
general  laws  relating  to  public  instruction  and  all  general  notifications  issuing 
from  the  department  of  public  instruction  to  be  published  in  such  journal  free 
of  charge  to  the  State.     (Approved,  Feb.  14,  1857.) 

The  North  Carolina  law,  enacted  a  year  or  two  later,  was  similar.  The  Iowa 
law8  permitted  the  State  superintendent  to— 

subscribe  for  a  sufficient  number  of  copies  of  some  educational  school  paper, 
printed  and  published  in  the  State,  to  furnish  one  to  each  county  superintendent 
but  no  paper  shall  be  selected  which  will  not  publish  each  decision  relating  to 
the  school  law  and  which  he  may  regard  of  general  importance.  And  the  cer- 
tificate of  having  thus  subscribed  shall  be  sufficient  authority  for  the  auditor  of 
Suite  to  issue  his  warrant  upon  the  State  treasurer  for  the  amount  of  the  sub- 
scription. 

1  Rep.  Conn.  Supt.  of  Common  Schs.,  1860,  32  ;  18G2,  21 ;  1864,  14  ;  1865,  20  ;  1866,  68 ; 
1S07,   77. 

2  Pa.   Sen.   Law,   1855,  sec.   9. 
8  Pa.  Sen.  Law,  1873,  p.  121. 

*  Wis.  Jl.  of  Ed.,  1857,  II,  26. 

6  1857,   IV,   169. 

•Iowa  Sen.  Law   (1911),  sec.  2624,  enacted  1864. 


28  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

The  Kansas  law,1  1865,  authorized  the  State  superintendent  to  send  a  copy  of 
a  school  journal  to  every  district  clerk  and  required  that  two  pages  a  month 
be  devoted  to  the  interests  of  school  officers. 

Next  to  Pennsylvania,  California  made  the  greatest  use  of  the  plan  of  State 
support.2    The  law  of  1864  (section  84)  declares: 

It  shall  be  the  duty  of  the  superintendent  of  public  instruction  to  annually 
subscribe  for  a  sufficient  number  of  copies  of  some  monthly  journal  of  education 
to  supply  each  county  superintendent,  city  superintendent,  district  clerk,  and 
each  district  school  library  with  one  copy  thereof.  Said  journal  shall  be  des- 
ignated by  the  State  board  of  education,  and  shall  be  a  journal  devoted 
exclusively  to  educational  purposes  and  published  monthly  in  California.  The 
superintendent  of  public  instruction  shall  be  one  of  its  editors.  *  *  *  The 
subscription  price  *  *  *  shall  not  exceed  $1.50,  and  the  State  board  of  edu- 
cation shall  have  power  to  reduce  the  rate  when  said  journal  can  be  creditably 
sustained  at  a  lower  rate. 

The  subscription  was  paid  by  the  State.  It  may  be  noticed  that  designation 
by  the  State  board  of  education  was  required.  No  State-subsidized  journal  in 
California  managed  to  survive  securely,  as  in  Pennsylvania,  and  several  in 
succession  were  thus  selected.  With  minor  variation  the  formal  designation  and 
agreement  is  indicated  by  the  following : 

Resolved,  That  the  Pacific  Educational  Journal,"  published  monthly  by  the 
Educational  Publishing  Co.,  be,  and  the  same  is  hereby,  designated  by  the  State 
board  of  education  as  the  official  organ  of  the  department  of  public  instruction. 
In  making  this  designation  it  is  understood  by  the  board  and  agreed  by  the 
publishers  that  nothing  of  a  partisan  or  sectarian  nature  shall  appear  in  its 
columns ;  that  it  shall  be  maintained  as  a  first-class  educational  journal  and  that 
the  publishers  or  their  mauagers  shall  furnish  the  superintendent  of  public 
instruction  on  or  before  the  tenth  day  of  each  month  with  an  affidavit  that 
they  have  printed  and  mailed  one  copy  to  each  school  district  clerk  or  school 
library  in  the  State.  The  amount  to  be  paid  for  each  copy  of  the  said  Journal 
shall  be  the  sum  of  $1.50  per  annum.  The  copies  to  be  mailed  to  school  clerks 
shall  bear  on  their  title-page  the  words,  "  For  District  School  Library."  The 
board  reserves  the  right  to  revoke  this  designation  at  any  time,  on  giving  60 
days'  notice  to  the  publishers. 

The  California  law  of  1894 4  authorized  the  State  board  of  education  to  desig- 
nate the  official  organ,  after  which  it  was  mandatory  upon  the  county  super- 
intendent to  subscribe  for  sufficient  copies  to  supply  all  districts  under  his 
jurisdiction.  The  subscriptions  were  paid  from  the  library  funds  of  the 
district.  Under  this  law,  still  in  force  in  1901,  no  State  appropriation  was  made, 
but  since  county  superintendents  or  local  officers  were  given  no  option  in  case 
the  State  board  designated  an  official  organ,  it  closely  resembled  direct  State 
support,  though  the  money  was  taken  from  a  local  fund. 
The  following  summary  indicates  briefly  the  amount  of  direct  State  support : 
After  the  pioneer  efforts  of  Ohio  and  Michigan,  Connecticut  appropriated  $330 
in  1840,  and  a  smaller  amount,  usually  $250,  annually  from  1851  to  1865;  New 
York,  $2,800  annually  from  1840  to  1845,  and  $2,400  a  year  from  1846  to  1851, 
and  again  sums  varying  from  $800  to  $1,200  annually,  1855-1861;  Michi- 
gan, at  60  cents  a  copy,  spent  about  $2,200  annually,  1855-1861 ;  Pennsylvania, 
with  the  exception  of  a  few  short  intervals,  has  made  appropriations  usually 
between  $1,500  and  $2,500  since  1855,  and  continues  such  support;  Wisconsin, 
at  50  cents  a  copy,  expended  approximately  $1,700  a  year,  1857-1862 ;  Massa- 
chusetts aided  the  State  Teachers'  Association  in  supporting  the  Massachusetts 
Teacher  much  of  the  time  between  1857  and  1868,  the  amount  of  the  annual 
appropriation  usually  being  $300 ;  California,  with  many  changes  of  the  re- 
cipients of  its  appropriations,  usually  spent  between  $3,000  and  $4,000  annually 

1  Kansas  Educational  Jl.,  1866,  III,  13.        'Pacific  Ed.  Jl.,  1887,  I,  107. 

2  Calif.  Teacher,  1866,  III,  265.  *  Cal.  Sen.  Law,  1901,  sec.  1522,  clause  8. 


SCHOOL  JOUKNALS  TO   MEET  LOCAL  NEEDS.  29 

in  circulating  school  journals,  1865  to  the  close  of  the  century;  Kansas  from 
1865  to  1874  spent  a  varying  amount,  probably  averaging  more  than  $1,000 
annually  upon  the  Kansas  Educational  Journal ;  Virginia,  1870-1891,  gave  its 
journal  an  annual  support  amounting  as  a  rule  to  a  little  more  than  $500; 
Rhode  Island  aided  the  Schoolmaster  with  about  $350  a  year  for  several  years 
after  1855  ;  and  Iowa,  Ohio,  Maine,  North  Carolina,  and  possibly  one  or  two  other 
States  for  short  periods  made  annual  appropriations  to  circulate  "State"  organs. 
Nevada  sent  to  its  school  officers  the  official  journal  of  California.  The  total 
amount  of  money  spent  by  all  the  States  in  circulating  school  journals  before 
1900  was  between  $250,000  and  $300,000,  of  which  Pennsylvania  and  California 
expended  more  than  half. 

The  second  means  by  which  States  officially  lent  support  to  school  journals 
was  through  permissive  legislation  authorizing  local  boards  or  officers  to  pay 
for  their  subscription  out  of  district  funds.  There  was  always  an  element  of 
local  option,  even  in  cases  of  circulation  by  State  appropriation,  for  before 
copies  could  be  mailed  to  school  officers  their  addresses  must  be  secured,  and  it 
happened  occasionally  that  county  superintendents  or  school  board  members 
were  indifferent  to  the  real  or  supposed  advantages  of  an  educational  periodical, 
or  even  objected  to  receiving  it,  and  failed  or  refused  to  furnish  the  publishers 
with  their  addresses.  Direct  State  support  was  more  certain,  less  variable  with 
the  times,  and  was  accordingly  most  sought.  But  permissive  legislation  or 
regulation  was  much  better  than  none  and  was  gladly  made  use  of  in  the  ab- 
sence of  more  acceptable  recognition.  It  was  doubtless  more  pleasant  for 
State  legislatures  to  give  an  optional  local  support  than  to  deny  in  toto  the  re- 
quest of  a  committee  representing  a  teachers'  organization,  not  very  numerous 
perhaps  nor  politically  active,  but  highly  respected.  Thus  the  legislature  in 
Iowa,1  though  unwilling  to  give  direct  State  aid  of  great  consequence,  recog- 
nized the  "  Voice  "  as  the  official  organ 2  and  authorized  district  clerks  to  make 
the  subscription  from  local  funds.  The  State  board  of  education 8  subsequently 
authorized  every  district  to  subscribe  for  the  Iowa  Instructor  and  make  it  part 
of  the  library.  A  single  example  will  serve  as  an  illustration  of  the  permissive 
legislation  enacted  in  several  States,  the  Minnesota  law  framed  in  1868  and 
passed  at  the  request  of  the  State  superintendent,4  which  provided  that: 

Any  district  clerk  desiring  to  receive  a  copy  of  the  Minnesota  Teacher  and 
Journal  of  Education,  at  the  expense  of  his  district,6  may  in  writing  direct  the 
superintendent  of  schools  for  his  county  to  order  such  copy  to  be  sent  to  him, 
and  for  that  purpose  shall  give  his  post-office  address.  The  superintendent 
shall  thereupon  order  the  publisher  of  said  journal  to  send  a  copy  of  it  to 
such  address,  which  shall  be  preserved  by  the  clerk  and  transmitted  to  his  suc- 
cessor in  office  as  property  of  the  district.  *  *  *  It  shall  be  the  duty  of  the 
superintendent  of  public  instruction  to  examine  and  approve  each  issue  of  said 
journal  before  it  is  issued  and  to  require  from  the  publisher  of  the  Teacher  a 
good  and  sufficient  bond. 

It  not  infrequently  happened  that  when  it  proved  impossible  to  secure  legis- 
lative support,  State  school  officers  discovered  that  no  laws  after  all  were 
necessary.  Thus  in  Indiana  (1863)  e  after  failure  in  repeated  efforts  to  secure 
a  law  with  reference  to  the  Indiana  School  Journal,  an  opinion  was  rendered 
that  trustees  had  a  right  to  pay  for  the  Journal  out  of  district  funds,  though 
the  law  made  no  provision  for  doing  so.  Though  this  at  first  brought  only 
moderate  results  in  circulation,*  the  decision  was  given  considerable  publicity, 

*  Laws  of  Iowa,  1858,  107.  «  Minn.  Sen.  Law,  1873,  sees.  73,  76. 

2  Voice  of  Iowa,  1858,  III,  1.  •  Ind.  Sen.  Jl.,  1863,  VIII,  40. 

»  Iowa  Instructor,  1863,  V,  385.  »  Ibid.,  1867,  XII,   174 ;  XVI,   461. 

♦Minn.   Teacher,   1868,   II,   208,  417. 


30  EDUCATIONAL  PERIODICALS   IN   NINETEENTH   CENTURY. 

and  in  1867  there  were  counties  in  which  every  trustee  and  director  were  sup- 
plied at  the  expense  of  local  funds. 

Similarly  in  Kansas  (1885) *  the  State  superintendent  secured  from  the  attor- 
ney general  an  opinion  to  the  effect  that,  since  school  boards  "  are  usually  com- 
posed of  farmers  and  others  who  do  not  know  the  law,  it  will  be  helpful  for 
them  to  receive  the  Journal  at  the  expense  of  the  district,  if  so  voted  by  the 
people  at  the  annual  meeting,"  and  the  State  superintendent  of  Nebraska  de- 
cided that  without  a  specific  law  on  the  subject,  district  boards  could  legally 
pay  for  a  copy  of  the  Nebraska  Teacher 2  for  each  member  out  of  local  funds, 
and  advises  this  to  be  done. 

The  third  means  by  which  States  or  State  officials  lent  support  to  school 
journals  was  official  patronage  without  specific  legal  basis,  for  which  the  aid 
of  laws  was  not  invoked  but  much  sought  after  by  editors  and  publishers 
nevertheless.  The  most  general  of  these  was  the  mere  statement,  over  official 
signature  of  the  superintendent,  that  the  Journal  was  his  official  organ,  accom- 
panied very  often  by  an  exhortation  to  teachers  or  officers  to  subscribe.  The 
State  school  commissioner  of  Ohio  advised  each  county  auditor  to  take  the 
Ohio  Journal  of  Education  *  since  it  would  contain  school  laws  and  comments. 
A  little  later  the  same  advice  is  given  to  local  school  boards.*  From  the  great 
number  of  similar  quotations  which  could  easily  be  given,  only  the  following 
cases  are  cited : 

It  is  the  means  adopted  by  the  State  superintendent  to  convey  his  decisions 
as  to  the  intent,  interpretation,  and  construction  of  the  school  law,  and  teachers 
and  officers  should  take  it  for  no  other  reason  save  this.* 

The  State  superintendent  decided  to  publish  monthly  all  decisions,  reports, 
and  questions  used  in  quarterly  examinations. 

This  will  practically  make  the  Journal  the  official  paper  of  the  department, 
and  since  the  subscription  price  is  only  $1  per  year,  I  would  like  to  see  it  in 
the  possession  of  every  teacher  and  school  officer  in  Colorado.8 

A  newly  elected  State  superintendent,  continuing  the  policy,  affixes  his  signa- 
ture to  this  statement : T 

I  have  this  day  designated  the  Colorado  School  Journal  as  the  official  organ 
of  the  department  of  public  instruction.  *  *  *  This  designation  is  an  ex- 
pression of  confidence  that  this  paper  should  be  in  the  hands  of  all  persons 
interested  in  education. 

Much  more  directly  than  by  mere  exhortation,  State  school  officers  stimulated 
interest  in  the  State  publication  by  exerting  pressure  upon  teachers  who  were 
candidates  for  certificates.  This  influence,  through  a  multitude  of  rather  in- 
tangible connections,  as  well  as  openly  and  above  board,  it  is  quite  impossible 
to  measure,  but  as  financial  support  and  legal  preference  declined  it  became 
a  rather  powerful  factor.  The  State  superintendent  exerted  much  of  this 
pressure  through  his  influence  upon  county  superintendents.  In  the  first  volume 
of  the  Kansas  Educational  Journal'  he  asks  county  superintendents  to  work  for 
the  circulation  of  the  Journal.  Similar  support  is  in  evidence  for  the  Indiana 
School  Journal.9    If  the  State  superintendent  issued  a  circular  letter  or  pub- 

*  Western  Sch.  Jl.,  I,  214,  1085.  *  Southern  Sen.  JL,  Arkansas,  1893,  VI,  No.  2,  21. 

*  Nebr.  Teacher,  1898,  I,  155,  147.        e  Colo.  Sch.  Jl.,  1889,  V. 
•Ohio  Jl.  of  Ed.,  1854,  III.  'Ibid.,  1892,  VIII,  No.  86. 

« Ibid.,  VI,  263.  •  Kans.  Ed.  Jl.,  1864,  I,  84. 

•XVII,  289. 


SCHOOL.  JOURNALS  TO   MEET  LOCAL  NEEDS.  31 

lished  a  signed  statement  to  the  effect  that  designation  of  an  official  organ  * 
"  is  complete  evidence  of  my  confidence  that  the  Journal  can  be  safely  indorsed 
by  superintendents  as  a  paper  which  should  be  in  the  hand  of  every  teacher," 
and  if  in  addition  it  happened  that  the  State  superintendent  was  also  editor 
or  financially  interested  in  increasing  the  circulation,  considerable  force  was 
given  to  such  an  appeal.  And  if  the  county  superintendent  was  more  or  less 
dependent  upon  the  State  superintendent-editor  for  certification,  or  fond  of  the 
sort  of  publicity  found  in  the  thousand-times-repeated  item,  "  Superintendent 

of  County  sends  us  a  'nice'  list  of  subscribers,"  the 

appeal  came  with  peculiar  force  to  timid,  inexperienced,  incapable,  or  suspicious 
teachers,  reasonably  perturbed  over  the  consequences  of  an  impending  examina- 
tion. There  is  much  evidence  that  fear  of  examination  or  examiners  was  early 
seized  upon  to  spread  circulation,  and  that  it  was  in  a  degree  effective.  A  few 
examples  of  thus  endeavoring  to  drive  teachers  into  the  subscription  list  are 
given  by  way  of  illustration. 

Indiana  State  Teachers'  Association  (1S56)  :  *  Resolved,  That  school  examiners 
throughout  the  State  be  respectfully  requested  to  aid  in  the  circulation  of  the 
Indiana  State  Journal  by  remitting  their  fees  for  examinations  upon  candidates 
taking  and  paying  them  for  the  Journal;  and  that  whenever  an  examiner  shall 
thus  procure  five  subscribers  he  shall  be  entitled  to  one  copy  free  of  charge. 

A  few  years  later 3  the  convention  of  examiners  voted  to  add  5  per  cent  to  the 
grade  of  all  candidates  who  took  a  school  journal,  preference  being  given  to 
the  Indiana  School  Journal,  and  an  examiner  is  quoted  to  the  effect*  that  he 
will  lower  the  grade  of  any  teacher  who  refuses  to  take  the  Indiana  School 
Journal.  The  superintendent  of  North  Carolina,  among  other  instructions  to 
examiners,  issued  the  following:* 

I  would  especially  urge  that  you  ask  all,  male  and  female,  if  they  take  the 
North  Carolina  Journal  of  Education ;  and  where  teachers  of  experience  are 
found  to  be  without  this  or  any  other  educational  periodical,  or  any  work  on 
the  subject  of  teaching,  wholly  neglecting  such  means  of  improvement,  that 
they  be  examined  with  the  most  critical  care  and  with  least  allowance  for 
their  deficiencies.  *  *  *  They  owe  it  to  their  own  character  and  to  the 
public,  deeply  interested  in  their  character,  to  avail  themselves  of  all  such 
means  as  they  can  well  afford  to  gain  information  necessary  to  the  faithful 
discharge  of  their  duties,  and  to  be  unwilling  to  spare  a  single  dollar  for 
such  a  purpose  argues  a  narrowness  of  vision  or  an  indifference  to  the  sacred 
obligations  of  the  teacher  which  the  public  should  know  and  which  should 
meet  with  your  unqualified  disapprobation. 

The  State  superintendent  of  Virginia*  recommended  that  teachers  be  per- 
mitted to  subscribe  for  the  Journal  of  Education  in  lieu  of  examination. 

Pressure,  often  of  semiofficial  nature,  was  exerted  through  resolutions  of 
county  teachers'  meetings,  institutes,  and  associations.  "Resolved,  That  it  is 
the  duty  of  each  teacher  to  take  the  Illinois  Teacher,"*  from  the  proceedings 
of  a  county  association,  needs  only  a  change  of  name  to  embody  the  content 
of  thousands  of  such  resolutions  in  favor  of  official  periodicals.  The  resolution 
itself,  perhaps,  became  as  trite  and  conventional  as  many  others  regularly  in- 
cluded at  each  annual  gathering,  but  its  presence  suggests  some  force,  other 
than  its  inherent  worth,  at  work  to  prevent  forgetting  the  needy  periodical. 

i  Western   Sch.   JL,   1885,  I,  21. 

2  Indiana  Sch.  Jl.,  1856,  I,  269. 

»Ind.  Sch.  Jl.,  1862,  VII,  372. 

*Ind.   Sch.  Jl.,  1863,   VIII,  248. 

«  Quoted  with  approval  in  Mich.  Jl.  of  Ed.,   1859,   VII,  275. 

•111.   Teacher,    1856,    II,   87. 

«Ed.  Jl.  of  Va.,  1871,  III,  36. 


32  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

What  was  the  result  of  State  aid,  permissive  legislation,  State  and  official 
patronage  described  in  the  foregoing  pages?  No  attempt  will  be  made  to 
answer  this  question  separately  for  each  form  of  assistance,  though  certain 
phases  of  the  answer  will  apply  to  one  in  a  greater  degree  than  to  the  others. 
Superintendents  repeatedly  state  that,  so  far  as  the  use  of  a  school  journal  as 
a  means  of  communication  was  concerned,  the  plan  represented  a  good  invest- 
ment for  the  State.  The  Rhode  Island  Schoolmaster  quotes  from  the  commis- 
sioner's annual  report :  * 

The  appropriation  so  wisely  made  for  the  distribution  of  "  some  educational 
journal  "  in  the  State  was  given  to  the  Schoolmaster.  Three  hundred  and  fifty 
copies  were  distributed  in  the  district.  I  can  not  conceive  of  a  more  judicious 
or  economical  expenditure  for  the  advancement  of  educational  interests. 

In  order  to  these  necessary  objects  (communicate  with  school  officers),  there 
was  only  the  choice  between  special  circulars  and  a  regular  channel  of  commu- 
nication.2 I  begin  with  circulars,  which  were  found  to  be  expensive  and 
unsatisfactory.  *  *  *  The  board  of  education  agreed  to  unite  with  the  edu- 
cational association  in  an  enlargement  of  the  Journal  to  its  present  size  of  48 
pages,  12  of  which  belong  to  this  department,  and  the  annual  cost  to  the  school 
fund  is  about  $500.  For  this  amount  every  superintendent  and  every  district 
board  in  the  State  receives  the  entire  magazine.  The  publishers  could  not  afford 
to  do  this  but  for  a  special  donation  of  $200  in  aid  of  the  Journal  from  the  Pea- 
body  Fund.  Were  I  called  upon  to  designate  the  most  useful  minor  expenditure 
in  connection  with  the  school  system,  I  should  name  this ;  and  I  think  that  school 
officers  would  do  the  same.  The  editorial  labors  thus  imposed  upon  me  are 
considerable,  and  I  have  not  failed  to  edit  every  number  for  four  years  without 
assistance  or  compensation ;  but  I  do  it  cheerfully,  because  I  see  that  no  part  of 
my  work  tells  better  on  the  efficiency  of  the  school  system  than  the  Educational 
Journal. 

At  the  expiration  of  State  aid  in  Wisconsin  (1863)  the  Wisconsin  Journal  of 
Education s  stated  that  it  was  useless  to  try  to  maintain  a  school  journal  upon 
private  subscription.  "  Teachers  are  so  generally  transient  and  fugacious  that 
it  will  not  do  to  calculate  upon  the  renewal  of  more  than  one-fourth  or  one-third 
of  existing  subscriptions." 

It  is  easy  to  show  that  none  of  the  early  school  journals  paid  more  than 
expenses,  that  few  compensated  the  editors  for  clerical  and  even  manual  labor 
involved,  and  that  not  a  few  were  conducted  at  great  loss,  often  made  up,  as 
will  be  shown,  by  the  State  associations.  The  editor  of  the  Pennsylvania 
School  Journal  *  lost  $1,000  and  his  labors  during  the  first  18  months  of  the  ex- 
istence of  that  periodical.  The  Connecticut  Common  School  Journal,*  in  its  first 
three  years,  cost  its  editor  in  excess  of  every  and  all  receipts  more  than  $1,800. 
An  item  of  expense  not  usually  included  was  in  this  case  the  payment  of  more 
than  $400  to  writers  of  special  articles. 

Accepting  these  as  typical  of  many  which  might  easily  be  chosen,  it  is  safe  to 
say  that  State  superintendents,  in  guiding  the  organization  of  new  school  sys- 
tems, considered  direct  State  aid  of  school  journals  a  good  investment,  and 
that  it  was  often  a  question  of  State  aid  or  no  school  periodical. 

But  there  is  evidence  from  the  first  of  certain  disadvantages  inseparable  from 
such  State  patronage.  In  one  of  the  first  two  journals  circulated  at  State  ex- 
pense, the  Michigan  Journal  of  Education,6  it  is  complained  that  school  directors 
were  refusing  to  take  the  Journal  from  the  post  office  because  the  State  had 
failed  to  make  appropriation  to  pay  postage.  In  New  York,7  after  a  few  years, 
the  State  legislature  voted  the  appropriation  for  the  District  Journal  very  re- 

1 R.   I.   Schoolmaster,   VII,   55. 

2  Kept,  of  State  Supt.  of  Va.,  1874,  130-171. 

3  Wis.  Jl.  of  Ed.r  1864,   IX,  272. 
*  Pa.  Sch.  Jl.,  1854,  II,  212. 

6  Conn.   Com.   Sch.   Jl ,   1841,   III,   224. 

•Hoyt  &  Ford:  John  D.  Pierce,  Founder  of  the  Mich.  Sch.  Sys.,   124-129. 

«N.  Y.  Dist.  Sch.  Jl.,  1847,  1849,  X,  60. 


SCHOOL  JOURNALS  TO   MEET  LOCAL  FEEDS.  33 

luctantly,  alleging  that  school  officers  were  not  taking  it  from  the  post  office, 
that  it  was  not  interesting — even  that  it  was  dull  reading  for  which  the  State 
was  wasting  its  money. 

After  commending  the  Michigan  Journal  of  Education  as  an  official  organ, 
Supt.  Gregory  remarks : l  "  In  a  few  instances  the  directors  have  shown  so 
much  indifference  as  not  to  call  for  their  copies,  but  in  the  great  majority  of 
cases  it  is  inquired  for  with  interest,  and  often  is  circulated  and  read  through- 
out the  district."  Such  examples  as  the  foregoing  indicate  that  indifference 
often  characterized  the  attitude  of  school  officers  to  the  official  organs. 

A  cause  of  occasional  controversy  grew  out  of  rival  claimants  for  State  aid 
or  patronage.  When  the  Voice  of  Iowa  suspended  publication,2  its  subscription 
list  was  transferred  to  a  small  periodical  of  literary  nature.  The  teachers' 
association  of  the  State3  and  the  secretary  of  the  State  board  of  education 
each  established  organs.  All  three  claimed  recognition  as  the  State  organ,  the 
first  upon  the  ground  of  being  successor  of  the  original  official  journal'.  The 
State  board  diplomatically  designated  all  three  as  equally  official.  Fortunately 
the  first  soon  ceased  publication  and  the  other  two  united. 

The  large  sums  which  were  the  prize  accompanying  official  designation  in 
California  were  the  occasion  of  bitter  controversy.  The  first  hint  of  partisau 
or  personal  use  of  the  State  organ  was  given  by  a  State  superintendent  about 
to  relinquish  editorial  control  in  favor  of  his  successor,  of  whose  professional 
spirit  he  by  inference  expressed  doubt  in  the  following  statement : 

The  Teacher  is  sustained  mainly  by  the  State  subscription,4  without  which  it 
is  doubtful  whether  a  journal  devoted  exclusively  to  education  could  find  ade- 
quate support  in  California.  It  is  the  organ  of  this  department  exclusively,  and 
therefore  should  not  be  used  for  the  promotion  of  either  personal  ambition  or 
partisan  views.  When  thus  perverted  from  its  legitimate  purpose,  the  State 
patronage  should  at  once  be  withdrawn. 

The  subsidy  was  ably  defended  upon  the  ground  of  its  economy  to  the  State,* 
but  became  a  political  prize  which  made  or  unmade  periodicals  repeatedly  and 
resulted  in  contentions  among  editors,  publishers,  school  officials,  and  politicians. 
Another  problem  which  confronted  the  editor  of  a  State-aided  journal,  especially 
if  he  were  State  superintendent,  was  to  keep  the  public  from  believing  that  he 
was  making  a  fortune  in  part  at  the  expense  of  the  State.6  To  keep  the  public 
from  being  uneasy,  many  statements  of  receipts  and  expenditures  were  pub- 
lished. The  average  annual  compensation  for  labor  of  packing,  use  of  office, 
and  occasional  items  of  postage  in  the  first  10  years  of  the  Pennsylvania  State 
Journal  was  placed  at  slightly  more  than  $400.7  Six  years  later,  when  accused 
of  making  a  fortune  out  of  the  Journal  and  asked  for  that  reason  to  discontinue 
advertising,  the  editor  shows  the  annual  income  to  be  only  $1,000,  and  that 
without  advertising  the  loss  would  be  as  much.  Several  of  the  States  fixed 
subscription  prices  so  low  as  to  preclude  profit  except  through  advertising. 
For  $2,400,  the  New  York  District  School  Journal8  was  obliged  to  issue  12,000 
copies.  Thirty-four  hundred  copies  of  the  Wisconsin  Journal  of  Education  were 
furnished  the  State  for  half  as  many  dollars.  Under  the  terms  imposed  there 
was  little  possibility  of  private  profit  at  State  expense,  and  citations  in  preced- 

1  Kept,  of  State  Supt.  of  Mich.,  1860  ;  cited  in  Mich.  Jl.  of  Ed.,  VII,  88. 

2  Voice  of  Iowa,  1858,  III,  1. 

3  Aurner :  II,  258,  quotes  Laws  of  Iowa,  1858,  107,  and  action  of  State  board,  second 
session,  49-52. 

*  Rep.  of  State  Supt.  of  Calif.,  1871-72,  80. 

8  Pacific  Ed.  Jl.,  1887,  I,  40 ;  Ibid,  1896,  XII,  13 ;  Western  Jl.  of  Ed.,  1898,  IIL 

•Pa.  Sch.  Jl.,  1861,  X,  87. 

■  Ibid.,  1867,  XVI,  56. 

•N.  Y.  Dist.   Sch.  Jl.,  X,  60. 

113783°— 19 3 


34  EDUCATIONAL  PERIODICALS  IN  NINETEENTH  CENTURY. 

ing  paragraphs  of  this  chapter  show  that  many  editors  lost  money  in  attempt- 
ing to  issue  unaided  periodicals,  but  public  suspicion  had  always  to  be  reckoned 
with, 

SkAe  aid  affected  circulation  directly  in  proportion  to  its  amount  This  ap- 
plies to  the  copies  paid  for  by  the  State,  most  of  which  went  to  school  officers. 
But  it  is  easily  conceivable  that  teachers  would  find  opportunity  to  read  the 
official  copies;  it  is  probably  safe  to  generalize  that  private  subscriptions  were 
in  inverse  proportion  to  the  number  sent  by  the  State.  If  only  county  superin- 
tendents received  free  copies,  circulation  would  be  but  slightly  affected ;  if  every 
school  board  received  a  copy  from  the  State  and  every  board  member  had  a 
right  to  a  copy  at  the  expense  of  the  district,  few  would  be  found  willing  to 
spend  money  for  the  State  organ.  "  The  proportion  of  teachers  in  any  State  * 
who  pay  for  an  educational  journal  which  they  can  read  without  paying  for  it 
is  very  small;  and  since  the  Teacher  has  been  sent  to  every  district,  compara- 
tively few  private  subscriptions  have  been  received."  The  amount  thus  received 
during  the  first  two-thirds  of  the  year  was  stated  to  be  less  than  $50.  The 
accompanying  example  is  given  to  show  how  a  State  subsidy  affected  private 
subscriptions  in  one  fairly  typical  case : 

Table  1. — Subscriptions  of  the  Wisconsin  Journal  of  Education. 


Years. 

By  Stat© 
subscrip- 
tions. 

By  private 
subscrip- 
tions. 

1857-58 

3,400 
3,380 
3,400 
3,445 

499 

1861 

110 

1862 

190 

1863 

251 

Permissive  legislation,  accompanied  by  exhortation  and  other  forms  of  official 
pressure,  affected  circulation.  In  the  case  of  Pennsylvania  *  there  are  occasional 
notices  of  school  boards  which  even  went  beyond  the  limit  of  their  own  member- 
ship in  subscribers  for  the  State  organ,  one  being  mentioned  which  took  more 
than  50  copies  for  its  teachers;  the  San  Francisco  board  for  a  time  used  150 
copies  of  the  California  Teacher,*  perhaps  a  third  of  the  entire  actual  circula- 
tion aside  from  copies  sent  by  the  State.  But,  in  the  main,  school  officers,  being 
given  legal  permission  to  subscribe  from  local  funds,  made  slight  response.  This 
is  made  evident  in  statements  of  circulation,4  and  in  the  repeated  efforts  to  secure 
direct  State  aid,  even  when  the  most  liberal  of  local-option  laws  or  regulations 
had  been  in  operation. 

But  if  State  aid  decreased  circulation  among  teachers  and  soon  lost  its  value 
in  most  States  as  an  official  economy,  and  permissive  legislation  was  not  very 
effective,  general  pressure  of  State  and  official  connections,  exercised  in  the  ways 
described  and  in  others  merely  suggested,  was  quite  effective  in  keeping  alive 
and  sometimes  in  giving  temporary  prosperity  to  the  periodicals  thus  patronized. 
The  retiring  editor  of  School  Education*  in  1885  said  that  only  the  support  of 
the  State  superintendent  and  conductors  of  institutes  made  it  possible  for  that 
journal  to  live  during  part  of  its  early  existence.  A  county  superintendent  is 
quoted ; 6  "  send  me  50  copies  of  the  September  issue.  I  want  every  school  di- 
rector in  my  county  to  see  just  what  is  said  in  the  Official  Department  *  *  *. 
The  Official  Department  will  be  of  incalculable  benefit  *  *  *.  Send  me  10 
copies  regularly." 

1  Calif.  Teacher,  1868,  VI,  212.         *  Calif .  Teacher,  II,  III;  Ind.  Sch.  J„  V-X. 
*  Pa.  Sch.  J.,  1893,  XL1I,  175.  «  Sch.  Educa.,  1885,  IV,  97. 

•Calif.  Teacher,  1865,  III,  216.        «J.  of  Ed.  (St.  Louis),  1868,  I,  24. 


SCHOOL  JOURNALS  TO   MEET  LOCAL  NEEDS.  35 

Another  county  superintendent,1  having  made  subscribing  for  school  journal 
a  matter  of  certificate  credit,  found  that  more  than  half  of  his  teachers  had 
subscribed,  some  of  them  for  two  or  three  teachers'  papers.  In  West  Virginia  ■ 
and  California 3  where,  as  in  other  States,  teachers  were  required  to  fill  out  in- 
formation blanks,  including  an  item  concerning  subscription  to  school  journals, 
the  per  cent  of  teachers  subscribing  to  such  periodicals  showed  rapid  increase. 
In  the  matter  of  advertising,  connection  of  a  State  superintendent  or  State 
department  with  a  school  journal  conferred  upon  it  an  advantage.  No  matter 
how  little  actual  pecuniary  or  material  interest,  it  has  proved  impossible  to 
avoid  the  opinion  that  such  a  journal  is  the  superintendent's  enterprise.  This 
is  well  shown  by  the  following  negating  quotation : 

A  principal  of  a  graded  school  has  written  a  card  to  Supt. asking 

how  often  he  would  issue  his  paper.4  In  justice  to  our  State  superintendent, 
we  will  state  that  he  has  no  more  interest  in  the  Journal  than,  we  hope,  our 
friend  who  wrote  the  card  has.  He  wishes  us  success  in  our  efforts  in  behalf 
of  education.  All  school  men  do  the  same.  He  is  a  contributor  to  our  columns. 
We  hope  all  who  are  able  to  help  the  cause  will  do  the  same  thing.  The  educa- 
tional department  of  our  State  government  and  the  School  Journal  are  separate 
and  distinct,  although  a  clerk  in  that  department  is  one  of  the  editors  and  pro- 
prietors. 

No  such  "  separate  and  distinct "  relationship  can  be  discovered  in  the  vast 
majority  of  cases,  beginning  with  the  first  periodicals  with  official  connections. 
If  the  State  superintendent,  one  of  his  deputies,  clerks,  or  intimate  associates 
were  editor,  manager,  or  interested  financially,  the  periodical  secured  numerous 
advantages.  As  an  advertising  medium,6  aside  from  the  actual  gain  to  book  and 
apparatus  companies  from  publicity  in  a  journal  more  or  less  widely  read  by 
school  officers  and  teachers,  It  was  clearly  a  good  stroke  of  business  to  secure 
the  favor  of  those  who  at  all  times  have  a  degree  of  influence  In  the  selection 
of  textbooks  and  supplies.  And  the  heads  of  colleges  and  normal  schools,  im- 
pelled by  the  double  motive  of  securing  publicity  and  favor  in  official  circles, 
very  often  contracted  for  more  space  than  circulation,  even  considering  its 
specialized  nature,  would  command.  And  a  study  of  the  cases  in  which  a  State 
superintendent-editor  of  a  struggling  periodical  was  also  a  member  of  the  official 
board  in  control  of  an  advertising  State  institution  makes  it  easy  to  determine 
from  the  advertising  pages  that  effectiveness  in  publicity  was  not  always  the 
sole  criterion  for  measuring  the  value  of  space  contracted  for. 

Before  leaving  the  subject  of  the  school  journal  with  official  State  connection, 
It  may  be  well  to  mention  the  effect  upon  the  character  of  the  periodical  itself. 
The  editor  of  the  Wisconsin  Journal  of  Education,6  speaking  from  experience, 
stated  that  it  was  impossible  for  a  State  official  who  is  an  editor  to  express 
Independent  views  or  devote  time  to  the  business  phase  of  journalism  without 
running  the  risk  of  the  charge  that  he  is  neglecting  his  proper  duties. 

The  editor  of  the  Western  School  Journal,7  after  stating  that  in  his  opinion 
the  management  of  a  State-supported  journal  in  Kansas  had  not  been  enter- 
prising and  that  the  ratio  of  teachers  on  its  rolls  was  greatly  decreased,  ex- 
presses his  impression  that  official  support  weakened  ability  to  speak  impartially. 

The  limitations  and  inconveniences  of  all  forms  of  State  control  or  official 
connection  in  time  became  so  apparent  that  sound  business  policy  found  it 

•  Educationist    (Kans.),   1882,   IV,   247. 
»W.  Va.  Sen.  J.,  XVI. 

»  Reports  of  State  Bd.  of  Ed.,  Calif.,  1865-1895. 
4  Missouri  Sen.  J.,  I,  Oct.  number,  p.  10. 

•  Cf.  the  advertising  pages  of  journals  of  the  "  State  "  group  with  and  without  official 
connections,  especially  1875-1899. 

•  1881,  XI,  554.     The  quotation  is  given  in  Ch.  IV. 
«  Letter  of  H.  C.  Speer  in  Sen.  Edua,  1887,  VI,  8, 


36  EDUCATIONAL  PERIODICALS   IN   NINETEENTH   CENTURY. 

advantageous  to  disclaim  specifically  all  such  support,  the  strictly  independent 
appeal  taking  the  place  of  the  "  official  organ  "  argument.  The  following  exam- 
ples illustrate  the  changed  policy  of  asking  for  support  because  of  the  value  of 
the  publication  instead  of  resting  partly  at  least  upon  its  "  official  "  status : 

To  celebrate  this  one-hundredth  number  we  have  put  new  ribbons  on  its  cap 
and  printed  a  few  thousand  extra  numbers  to  go  to  persons  not  now  on  its 
subscription  lists.1  To  all  such  we  say,  "  Don't  subscribe  unless  you  want  to. 
You  needn't  feel  obliged  to  '  support  the  organ  of  the  State  Teachers  Associa- 
tion,' or  to  'stand  by  your  own  State  paper,'  'to  help  along  a  good  cause,'  or 
'  to  show  some  professional  spirit,'  but  if  you  like  it,    *     *     *." 

School  News  and  Practical  Educator  announces2  that  it  has  never  asked 
support  as  a  "State  journal,"* has  not  the  advantage  of  being  connected  with 
a  normal  school  or  other  institution  upon  which  to  lean  for  support,  but  "  has 
been  published  with  the  business  idea  that  sensible  people  will  buy,  pay  for, 
and  recommend  to  their  friends  and  continue  to  buy  that  which  is  helpful  to 
them."  While  owing  much  to  county  superintendents,  no  one  of  them  has  ever 
been  paid  one  cent  in  money,  personal  "  puffs,"  or  editorial  flattery  to  recommend 
this  Journal  to  his  teachers. 

The  psychology  of  this  appeal  to  real  values  was  good ;  it  could  easily  be  taken 
to  mean,  "  This  independent  periodical  is  strong  enough  to  walk  alone  and  is 
probably  worth  while;  to  rest  upon  or  to  need  State  or  official  support  is 
confession  of  inner  weakness  or  lack  of  real  worth." 

The  extent  and  period  of  greatest  prevalence  of  State  support  and  official  con- 
nections of  this  class  of  journals  may  be  estimated  from  the  accompanying  table : 

Prevalence  of  State  Aid,  Official  Patronage  or  Control,  Management  by  State 
Teachers'  Associations,  and  Indepeident  Responsibility  Among  Important 
School  Journals  of  the  "  State  "  Group,  1838-1899. 

(For  list  of  periodicals  of  this  group  consult  section  "  b  "  of  the  bibliography.) 

EXPLANATIONS. 

Each  square  represents  one  annual  volume.  ODD 

„  DODO 

u    Independently  Issued.  •      DnDD 

_  D        DDDD 

0    Rereivine'  Statp  aid  c    DDDDDDanD 

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Though  not  the  pioneer  agency,  State  teachers'  associations  and  institutes 
were  for  many  years  by  far  the  most  active  in  calling  into  existence  school 
journals  devoted  to  local  State  interest.     Bernard  names3  20  which  had  been 

1  Sch.  Bui.,  1882,  IX,  Dec.  1891,  XVII,  No.  85. 

2  School  News  and  Practical  Educator,  1894,  VII,  No.  9. 
"Am.  J.  of  Ed.,   1865,   XV,   383-384. 


SCHOOL   JOURNALS  TO   MEET  LOCAL  NEEDS.  37 

founded  or  controlled  by  State  teachers'  organizations  prior  to  1865,  of  which 
two-thirds  were  still  being  issued  at  that  time.  The  list  which  follows  includes 
only  those  established  in  this  way  and  differs  from  Barnard's  list  in  omitting 
some  which  came  under  association  control  after  being  started : 

JOURNALS    FOUNDED    BY    STATE    TEACHERS'    ASSOCIATIONS. 

Illinois  Common  School  Advocate 1841 

Journal  of  Rhode  Island  Institute  of  Instruction 1845 

New  York  Teachers'  Advocate ! 1845 

Massachusetts  Teacher 1848 

Ohio  School  Journal 1852 

New    York    Teacher 1853 

Michigan  Journal  of  Education 1854 

Illinois    Teacher 1855 

Indiana  School  Journal 1856 

Wisconsin  Journal  of  Education 1856 

Missouri  Journal  of  Education 1857 

Missouri   Educator 1858 

North  Carolina  Journal  of  Education 1858 

Alabama  Educational  Journal ; 1858 

Vermont  School  Journal 1 1859 

Educational  Monthly   (Kentucky2 1 1859 

Iowa  Instructor  * 1859 

California  Teacher 1863 

Kansas  Educational  Journal 1864 

Michigan  Teacher 1866 

Minnesota  Teacher 1868 

Educational  Journal  of  Virginia 1869 

New  York  State  Educational  Journal 1872 

The  Pennsylvania  School  Journal,  1852,  began  as  the  organ  of  the  Lancaster 
County  Teachers'  Association ;  the  New  Hampshire  Journal  of  Education,  es- 
tablished in  1857  under  private  auspices,  came  under  control  of  the  State  asso- 
ciation at  the  beginning  of  its  second  year. 

The  period  of  control  by  the  State  teachers'  associations  is  shown  by  the 
figure  on  page —  « 

These  State  association  periodicals  were  much  alike  in  their  plan  and  prob- 
lems ;  after  the  first  were  in  operation,  they  were  imitated  by  others.  A  resolu- 
tion of  the  Indiana  State  Teachers'  Association4  indicates  how  directly  older 
plans  were  followed. 

Resolved,  That  this  association  will  publish  an  Educational  Journal,  similar 
in  size  and  typographical  execution  to  the  Ohio  Journal  of  Education ;  that  this 
Journal  will  be  conducted  by  nine  editors  (the  Ohio  Journal  had  begun  with  six), 
appointed  by  the  association,  one  of  whom  shall  be  styled  the  "  resident  editor ;  " 
and  that  the  Journal  shall  be  furnished  to  subscribers  at  $1  per  annum. 

The  editorial  plans  and  organization  of  the  Ohio,  Indiana,  Michigan,  Wis- 
consin, Illinois,5  Kansas,  and  other  association8  periodicals  were  evidently 
adaptations  of  the  Massachusetts  plan  (described  in  the  chapter  upon  editor- 
ship). The  Kansas  Educational  Journal,7  directed  by  a  former  Ohio  teacher, 
uses  the  same  devices  to  stimulate  interest  in  subscriptions  which  the  Ohio 

1  The  Teachers'  Voice  had  been  published  in  1854  "  under  the  sanction  of  the  Vermont 
Teachers'  Association." 

2  Successor  of  Weekly  Family  Journal,  which  was  more  or  less  an  association  periodical, 
8  The  "  Voice  "  had  been  indorsed  as  official  organ  of  the  association. 

4  Indiana  Sch.  J.,   1856,  I,  9. 
"111.   Teacher,    1858,    II,    328. 
•  N.  H.  J.  of  Ed.,  1857,  I,  1-4. 
7Kans.  Ed.  J.,   1864-65,  I-II. 


38  EDUCATIONAL  PERIODICALS  IN  NINETEENTH  CENTURY. 

Journal  of  Education  had  recently  given  a  trial.  A  few  years  later  in  the  same 
State  the  Educationist1  in  name  and  character  showed  the  impress  of  its 
Indiana  editor.  The  editors  in  all  the  newer  States  had  come  from  older  States, 
and  not  a  few  had  served  editorially  in  connection  with  State  association 
journals.  As  illustrations,  Henry  Sabin,  an  associate  editor  of  the  Connecticut 
Common  School  Journal  in  1858,  was  later  connected  with  the  State  organs  of 
Iowa ;  W.  F.  Phelps,  an  associate  editor  of  the  New  York  Teacher,  1860-1862, 
was  one  of  the  founders  of  the  Minnesota  Teacher,  1867.  The  chief  difficulties 
in  conducting  the  State  association  periodicals  were  those  of  editorial  manage- 
ment. The  editorial  plan  common  to  all  journals  of  this  class  will  be  more 
fully  discussed  in  a  subsequent  chapter;  briefly  it  was  that  of  a  committee, 
jointly  responsible  for  securing  suitable  content.  Inseparable  from  such  a 
plan  were  certain  causes  of  misunderstanding  and  consequent  lack  of  harmony 
in  the  organizations  thus  conducting  a  periodical.  A  few  examples  may  illus- 
trate, though  many  could  be  cited. 

The  Massachusetts  Teacher  was  the  object  of  debate  at  the  association  meeting 
of  1857. '  In  the  New  York  State  association  of  the  same  year  the  New  York 
Teacher  was  the  subject  of  much  debate.*  Miss  Susan  B.  Anthony  moved  the 
addition  of  two  more  women  to  the  board  of  editors ;  several  leading  school  men 
objected  to  the  editor's  pronounced  views  upon  religious  education ;  the  resident 
editor,  by  asking  that  workers  be  appointed  as  his  associates,  implied  that  his 
previous  colaborers  had  not  exerted  themselves.  A  critical  member  asked 
whether  the  Teacher  belonged  to  the  editor  or  to  the  association;  he  further 
wished  to  know  whose  function  it  was  to  accept  or  reject  articles  contributed, 
the  local  editor's  or  that  of  the  board  of  editors ;  and  for  reasons  of  his  own  he 
wished  to  know  whether  the  local  editor  could  refuse  to  publish  a  contribution 
by  one  of  his  associates.  A  resolution  was  introduced  to  devote  two  pages  of 
each  number  to  parsing  and  analysis  of  difficult  sentences,  in  imitation  of  an 
English  school  journal.  This  was  defeated,  because  other  subjects  also  had 
claims  to  a  special  page. 

One  more  illustration  of  the  difficulties  of  an  editorial  enterprise  in  which  all 
had  a  right  to  speak  will  perhaps  suffice.  The  Indiana  School  Journal  *  was 
the  subject  of  eight  resolutions  and  much  discussion  at  the  meeting  of  1859. 
It  required  a  vote  of  the  association  to  authorize  sending  copies  of  the  Journal  to 
teachers  who  had  been  swindled  by  a  subscription  agent.  Vigorous  discussions 
of  how  to  make  it  more  "  practical "  resulted  in  the  establishment,  1861,  of  a 
"  department  of  schoolroom  work,"  ■  conducted  by  a  college  teacher  with  little 
help  from  others.  This  seemed  to  afford  no  relief,  and  in  1862  there  was  more 
discussion  and  an  "  insistent "  demand  for  material  of  value  to  young  teachers. 

The  State  convention  of  examiners  passed  a  resolution  *  asking  that  the  exer- 
cises in  higher  mathematics  be  discontinued,  and  more  "  practical  work  substi- 
tuted." Such  bits  of  evidence  from  reports  of  official  proceedings  show  that 
both  editorship  and  content  were  fruitful  causes  of  trouble. 

But  responsibility  for  financial  support  caused  the  most  persistent  and 
inevitable  difficulties  to  the  State  association  journals,  for  the  printer  had  to 
be  paid.  It  was  part  of  the  routine  of  each  annual  meeting  to  appoint  a  com- 
mittee to  solicit  subscriptions,  not  alone  when  the  journal  was  projected,  but 

'Educationist,  1879-1885,  II-V. 

■  Rept.  of  Mass.  State  Teachers'  Assoc,  1857,  43. 

■New  York  Teacher,   1857,  VII,  338-341. 

*  Ind.  Sch.  J.,  IV,  1-16  and  260. 

•Ibid,  1862,  VII,  60. 

•Ibid,  VII,  370. 


SCHOOL  JOURNALS  TO   MEET  LOCAL  NEEDS.  39 

as  long  as  the  association  %as  responsible  for  it  financially.    A  typical  initial 
resolution  is  the  following: 

Resolved,  That  a  committee  of  seven  be  appointed*  *  *  *  whose  duty  it 
shall  be  to  ascertain  from  the  members  present  the  number  of  copies  of  such 
journal  at  $1  each  for  which  each  member  will  become  responsible,  and  that  said 
committee  be  empowered  to  take  the  necessary  steps  for  the  establishment  of  a 
journal. 

Only  by  a  combination  of  fortunate  circumstances  and  remarkable  manage- 
ment could  a  debt  be  avoided,  and  annual  "  collections "  had  to  be  taken. 
State  associations  were  not  largely  attended,  and  the  burden  of  support  fell 
heavily.  An  appeal  was  made  in  one  case  for  members  to  pledge  $25  each, 
taking  their  own  chances  of  finding  as  many  subscribers  later."  Promises  made 
in  the  enthusiasm  of  a  crowd  and  always  subject  to  discount  were  not  remem- 
bered, and  there  were  many  complaints  from  editors  and  publishers  that  pledges 
had  not  been  redeemed.  From  500  subscribers  procured  by  the  State  associa- 
tion, the  editor  of  the  Voice  of  Iowa  8  was  said  to  have  received  but  $10.  Each 
financial  crisis  operated  to  increase  the  per  cent  of  unfulfilled  obligations.  Pre- 
carious financial  support  made  it  difficult  to  secure  a  publisher,  and  though,  for 
the  most  part,  they  made  no  complaint,  a  publisher  once  in  a  while  expressed 
surprise  that  teachers'  agreements  were  not  more  to  be  relied  upon. 

Thus  hampered  by  ineffective  plans  of  editorship,  an  occasional  subject  of 
debate  as  to  proper  content,  and  a  pronounced  disposition  to  become  and  re- 
main a  "  poor  relation  "  whose  mention  at  a  State  teachers'  gathering  frequently 
meant  demand  upon  part  of  a  salary  not  large  at  best,  the  State  asso- 
ciation journals  usually  passed  from  the  financial  and  soon  after  from  the 
editorial  control  of  teachers'  organizations.  The  Ohio  association  gave  up  the 
Journal  of  Education4  after  six  years,  even  avoiding  a  deficit  by  a  fortunate 
sale  of  several  hundred  uncirculated  sets  of  the  first  six  volumes.  The  publish- 
ers agreed  to  give  to  the  association  one-tenth  of  all  sums  above  $1,500  received 
from  subscribers. 

A  resolution  to  separate  the  management  of  the  Illinois  Teacher  from  the 
association  carried  by  a  great  majority  at  the  session  of  1858.'  Pledges  made 
by  the  association  had  not  been  redeemed ;  all  increase  of  circulation  had  been 
due  to  circulars  of  the  State  superintendent  and  efforts  of  the  editor ;  the  asso- 
ciation did  nothing  for  the  paper,  but  hampered  the  editor  in  expressing  inde- 
pendent views,  and  a  rival  paper  had  caused  trouble. 

In  relinquishing  association  control  the  usual  procedure  was  to  give  financial 
responsibility  to  a  publisher  willing  to  incur  the  risk,  the  association  continuing 
for  some  years  to  appoint  some  or  all  the  editors,  such  appointments  tending  to 
become  merely  nominal  and  then  ceasing  altogether.  This  in  effect  gave  the 
teachers  an  organ,  its  general  character  sometimes  expressly  stipulated  in  agree- 
ments with  publishers,6  and  assured  publishers  an  interest  and  share  of  patron- 
age from  teachers.  The  associations  very  generally  continued  for  some  years 
to  pass  resolutions  in  favor  of  "  their  "  organ,  and  even  made  serious  efforts 
through  committees  to  secure  subscribers. 

Chiefly  under  the  influence  of  State  superintendents  of  schools,  school  journals 
identified  with  local  State  interests  and  usually  bearing  a  State  name  were  estab- 
lished in  nearly  every  State  and  in  most  of  the  Territories.    By  whatever  agency 

1  Eept.  of  Missouri  State  Teachers'  Assoc,  1856,  p.  7. 

»N.  Y.  Teacher,  1857,  VII,  331. 

•Iowa   Schools,    VIII,    10. 

•Ohio  J.  of  Ed.,  1857,  VI,  23,  236. 

•Illinois  Teacher,  1859,  V.  25. 

•Ind.  Sch.  J.,  1874,  XIX,  32. 


40  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

controlled,  appeal  to  local  loyalty  has  been  a  strong  motive  in  justification  of 
existence  or  appeals  for  support.  It  has  been  assumed  with  few  exceptions  that 
every  State  or  section  ought  to  have  such  a  periodical  because  others  have.  The 
California  Teacher '  thus  justifies  its  inception  : 

The  time  has  come  when  the  Pacific  coast  may  justly  have  a  voice  for  the 
world.  It  seems  not  more  reasonable  to  depend  upon  the  East  for  journals 
than  for  daily  fogs  or  daily  papers  *  *  *  teachers  of  a  particular  section 
need  "  our  own  organ." 

The  short-lived  Utah  Educational  Journal  *  was  undertaken  because  there  was 
not  a  single  school  publication  in  all  the  10  Territories,  one-half  of  the  United 
States.  "No  central  agency  whose  duty  it  is  to  collect  facts  in  regard  to  the 
educational  interests  of  this  territory,  and  disseminate  such  information  as  will 
be  of  interest  to  American  education."  A  similar  sectional  appeal  is  from  the 
Eclectic  Teacher  of  Kentucky  (1876)  :'  "  Subscribe  for  the  Eclectic  Teacher, 
the  only  educational  journal  south  of  the  Ohio  River."  "  Only  a  Tennessee 
paper  will  do  for  Tennessee."  Thus  local  appeals,*  already  noted  in  connection 
with  semiofficial  periodicals,  were  almost  universally  used. 

But  in  specializing  to  meet  local  needs,  content  was  usually  so  modified  that 
it  appealed  chiefly  if  not  entirely  to  local  readers,  and  many  of  the  States 
proved  entirely  too  limited  a  field  to  insure  adequate  support.  Rhode  Island 
could  hardly  be  expected  to  support  a  school  journal  upon  its  circulation  within 
the  State.     It  is  stated  that : 

Few  educational  periodicals  are  well  supported  in  this  country.  In  a  small 
State  like  Rhode  Island  a  magazine  devoted  to  education  can  not  be  supported 
by  subscribers,  and  must  rely  to  some  extent  upon  the  generosity  of  the  public 
for  its  expenses.' 

Less  than  600  teachers  were  employed  in  Rhode  Island  at  the  time.'  The 
Rhode  Island  Schoolmaster7  circulated  more  outside  the  State  than  among  its 
own  teachers,  though  edited  by  the  State  school  commissioner. 

Boone  suggests 8  that  "  Each  State  can  well  support  one  paper,  rarely  more, 
as  a  medium  of  frequent  local  communication,  on  legal  and  administrative  mat- 
ters, with  which  every  teacher  should  be  familiar."  The  type  of  paper  in  the 
mind  of  the  writer 9  of  the  quotation  is  perhaps  that  of  the  German  Amtliches 
Schulblatt  or  Schulanzeiger  or  the  official  bulletins  of  France,  all  issued  under 
more  or  less  of  State  patronage  and  all  very  unpretentious  as  to  mission  and 
circulated  at  a  very  small  price,  and  for  such  periodicals  the  statement  would 
probably  prove  very  reasonable;  for  the  general  purpose  type  of  journal, 
characteristic  of  the  local  class  in  this  country,  not  one-half  of  the  States 
offered  even  a  moderate  support  during  the  last  10  years  of  the  nineteenth 
century.  In  spite  of  the  general  purpose  ideal,  clear  recognition  is  occasionally 
given  by  editors  of  the  insufficiency  of  anything  attainable  by  a  local  periodical. 
The  editor  of  the  Colorado  School  Journal  says,  after  announcing  reduced  sub- 
scription rates  for  an  eastern  periodical  of  considerable  circulation : 10 

It  is  understood  that  our  little  State  paper  can  not  supply  the  necessary 
amount  of  professional  reading.    The  articles  in     *     *     *     are  from  the  ablest 

1  Calif.  Teacher,  I,  3,  25,  1863.  * 

8  Utah  Ed.  J„  1875,  I,  4. 
•Eclectic   Teacher,   I,   376. 
«Ed.  Record,  1881,  I,  6. 

•  Rhode  Island  Educational  Mag.,   1838,  II,  83. 
•Ibid,  II,  142. 

» R.  I.   Schoolmaster,  1835,   I,   95. 
8  Boone:  Educ.  in  the  U.  S.,  152. 

•  Arndt. 

"Colo.   Sch.   J.,   II,  No.   T. 


SCHOOL  JOURNALS  TO   MEET  LOCAL  NEEDS?  41 

writers,  the  subjects  discussed  are  always  selected  from  the  live  topics  of  the 
time,  and  the  general  tone  of  the  magazine  is  such  as  to  satisfy  the  reader.  The 
Colorado  School  Journal  will  endeavor  to  present  from  month  to  month  items 
of  local  interest  and  articles  from  our  Colorado  writer,  *  *  *  will  supple- 
ment the  value  of  the  Journal  with  such  solid  and  readable  contributions  as 
shall  be  readable  to  every  teacher. 

Further  recognition  of  the  painful  limitations  imposed  by  State  lines  is  found 
in  attempts  at  combining  various  State  interests  and  in  a  few  serious  attempts 
at  consolidation.     The  Kansas  Educational  Journal,  1868,1  says : 

The  prevalent  idea  that  each  State  must  support  one  or  more  journals  of  this 
class  is  one  manifest  reason  why  "  educational "  periodicals  are  ordinarily  the 
most  dry,  tedious,  worthless  of  all  possible  publications.  Consolidation  means 
enlargement,  progress,  careful  editorship,  increased  intrinsic  value. 

The  New  Jersey  State  Teachers'  Association  disposed  of  the  school-journal 
question  by  adopting  the  New  York  Teacher  *  as  its  official  organ,  electing  a  State 
editor  and  continuing  this  relationship  for  several  years.  A  motion  to  unite  the 
Vermont  Journal  with  the  New  Hampshire  Journal  of  Education3  received  an 
adverse  vote  in  1862,  though  neither  periodical  was  strong  enough  to  continue 
long  alone.  The  Eclectic  Teacher  of  Kentucky  *  had  State  editors  representing 
eight  States  of  the  South  and  was  at  times  official  organ  of  various  State 
teachers'  associations  and  of  the  Southern  Educational  Association.  State  super- 
intendents generally  adopted  officially  the  journals  published  in  other  States. 

The  California  Teacher  was  circulated  at  State  expense  in  Nevada  f  the  Ohio 
Educational  Monthly,8  in  Tennessee  and  West  Virginia ;  the  Kansas  Educational 
Journal  became  official  organ  of  the  department  of  public  instruction  in  the 
Cherokee  Nation;  the  Western  School  Journal,  of  the  State  superintendent  of 
Nebraska,1  and  there  were  many  similar  combinations,  indicating  a  tendency  to 
avoid  establishing  local  organs,  necessarily  weak  and  ill-supported,  by  making 
use  of  others  already  in  operation. 

In  addition  to  consolidations  due  to  failure  to  secure  support,  which  were  of 
frequent  occurrence,  two  notable  efforts  were  made  to  unite  the  educational 
journals  of  a  large  section  of  the  country,  the  resulting  publication  in  each  case 
being  a  weekly.  By  the  first  of  these  combinations  the  New  England  Journal  of 
Education8  was  formed  (1875)  from  the  union  of  the  Massachusetts  Teacher, 
Connecticut  School  Journal,  Rhode  Island  Schoolmaster,  and  College  Courant 
(New  Haven),  joined  soon  after  by  the  Maine  Journal  of  Education.  With  the 
exception  of  the  College  Courant,  these  had  all  been  State  teachers'  association 
organs.  The  new  periodical  was  conducted  under  the  auspices  of  the  six  New 
England  State  teachers'  associations  and  the  American  Institute  of  Instruction, 
each  State  association  appointing  an  associate  editor  and  the  six  State  school 
commissioners  being  added  as  associates.  This  occasioned  no  violation  of  his- 
torical continuity,  since  it  brought  the  nominal  editoral  force  to  the  number 
usually  thought  necessary  to  control  an  association  periodical.  T.  W.  Bicknell, 
of  the  Rhode  Island  Schoolmaster,  became  editor. 

The  second  noteworthy  attempt  at  consolidation,  short-lived  in  its  unifying 
results,  was  the  Educational  Weekly8  established  in  Chicago  in  1877.    It  united 

»Kans.,   Ed.    J.,   1868-69,    275. 

8  N.  Y.  Teacher,  1856*  III,  282  ;  1858,  VIII,  218. 

»  New  Hamp.  Sch.  J.  of  Ed.,  VI,  358. 

*  Eclectic  Teacher,  1876,  210,  Vols.  Ill,  IV. 

•California  Teacher,   1865,   II,   330. 

•Ohio  Ed.  Mo.,   1868,  XVII. 

'  Kans.  Ed.  J.,  1869,  V,  275;  W.  S.  J.,  1885,  I,  291,  313. 

«•  N.  E.  J.  of  Ed.,  1875,  I,  7,  12. 

•Ed.   Weekly,  I,  X. 


42  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

the  School  Bulletin  and  Northwestern  Journal  of  Education,  Wisconsin;  the 
Michigan  Teacher,  Illinois  Schoolmaster,  Nebraska  Teacher,  Home  and  School 
of  Kentucky,  School  Reporter  of  Indiana,  and  School  of  Michigan.  This  paper 
in  its  career  of  approximately  five  years  performed  almost  a  complete  evolution 
back  to  the  local  type.  Beginning  with  a  chief  editor  and  3  associates,  it  soon 
had  11  State  editors,  an  eastern  editor  and  a  southern  editor.  For  some  time 
after  1878  it  published  one  general  and  eight  State  editions,  the  latter  being 
monthly.  The  content  of  the  general  edition  illustrates  the  difficulty,  if  not  the 
impossibility,  of  combining  in  any  interstate  periodical  much  of  the  material 
to  which  local  journals  gave  so  much  space — State  laws,  directions  for  making 
reports  in  legal  form,  accounts  of  local  institutes  and  "gossip"  of  the  type 

which  states  that  "Mr. has  closed  a  successful  term   of  school 

at village,"  all  of  this  possessing  little  or  no  interest  except  locally. 

The  same  difficulty  was  illustrated  in  such  cooperative  ventures  as  the  Ameri- 
can Journal  of  Education,  St.  Louis  (1868).  At  various  times  in  its  long 
career  it  issued  from  at  least  16  addresses,  in  half  as  many  States,  editions 
identical  except  for  the  title  page  and  a  few  local  notes.  The  State  superin- 
tendent of  a  Northern  State,  adopting  these  journals  as  his  official  organ, 
maintained  an  official  department  which  appeared  in  all  editions.  Personal 
notes  of  local  normal  schools  and  colleges  in  Missouri  appeared  in  journals 
ostensibly  local  to  Monroe,  La. ;  Huntsville,  Tex. ;  or  Topeka,  Kans. 

But  although  many  States  offered  no  adequate  field  for  the  support  of  a 
school  journal,  with  thesingle  exception  of  the  New  England  Journal  of  Educa- 
tion, consolidations  were  neither  successful  nor  in  the  direction  of  improvement. 

A  further  specialization  to  meet  local  needs  was  the  county  school  journal. 
The  earliest  and  in  some  respects  the  most  interesting  of  these  was  the  Essex 
County  Constellation  (1846).  Contemporary  school  journals  recognized  it  as 
"  devoted  wholly  or  in  part  to  education."  ■  Its  motto  was  "  Education,  the 
Archimedern  lever  which  is  to  move  the  world."  Of  its  list  of  20  regular  con- 
tributors, 4  were  ministers  and  several  of  the  others  principals  of  schools.  A 
third  of  its*  content  is  devoted  to  schools,  including  articles  upon  National 
and  State  education,  teachers'  qualifications,  and  reports  of  teachers'  associa- 
tions and  institutes.  The  remainder  of  its  space  is  principally  occupied  with 
current  events,  scientific  intelligence,  and  moralized  stories.  Printed  around 
the  four  margins  of  each  page  are  mottoes  similar  to  those  once  more  often 
than  now  found  in  schoolrooms.  Published  weekly,  this  paper  was  discon- 
tinued at  the  close  of  its  first  volume  "because  of  the  illness  of  the  editor 
and  for  other  reasons,"  inadequate  support.  County  teachers'  organizations 
occasionally  established  official  organs,  as  in  the  case  of  the  Pennsylvania 
School  Journal,*  with  its  fifty  subscribers  among  Lancaster  County  teach- 
ers before  its  sphere  was  widened,  and  the  Teachers'  Educational  Journal 
of  Auburn,  N.  Y.  (1858),  "devoted  to  the  elevation  of  the  public  schools  under 
supervision  of  Cayuga  County  Teachers'  Association."  In  a  few  instances 
several  counties  in  association  united  in  indorsement  of  a  local  paper ;  thus 
the  School  Record  (1894-1896)  was  the  organ  of  the  Tri-County  Association 
of  Wayne,  Ashland,  and  Medina  Counties  in  Ohio. 

Such  papers-  originated  in  the  demand  for  specific  help  upon  very  local 
problems.  The  Teachers'  Journal  just  mentioned,  said  the  New  York  Teacher,' 
was  very  good,  but  did  not  meet  the  needs  of  country  schools.  The  same  demand 
is  given  homely  expression  in  the  Country  School  Journal,*  Maynard,  Ark. 
(1899),  which  states  that  its  editor  is  a  teacher  who  intends  to  call  attention 

»  Ohio,  Sch.  J.,  I,  53  ;  II,  95.  » I,  17. 

•  Pa.  Sch.  Jour.,  1854,  I,  257.  ■  I,  8. 


SCHOOL  JOURNALS  TO   MEET  LOCAL  NEEDS.  43 

to  the  mistakes  of  teachers  in  country  schools  and  to  deal  specifically  with 
their  problems.  Other  journals,  most  of  which  are  for  large  schools  with 
superintendents,  do  not  consider — 

what  to  do  with  the  boy  who,  with  his  finger  pointing  to  a  word  which  he 
himself  has  hardly  seen,  carries  his  blue-back  spelling  book  to  the  teacher 
with  no  other  purpose  than  accidentally  to  kick  the  rock  from  under  one  end 
of  the  half -log  bench  on  which  are  seated  10  or  12  pupils,  merely  to  see  them 
tumble  over.  *  *  *  Or  do  they  tell  you  how  to  induce  Farmer  Jones  to 
send  his  children  the  full  three  months'  term,  whether  the  cotton  is  to  pick 
or  has  been  picked. 

Further  reasons  for  the  establishment  of  county  periodicals  are  given, 
typical  of  many  which  might  be  found. 

There  is  room  in  our  county  for  a  half-dozen  papers  to  represent  news,  poli- 
tics, etc.;  should  there  not  be  room  for  one  to  represent  education,  in  which 
every  good  citizen  is  interested  and  for  which  the  principal  part  of  our  taxes 
are  paid.1 

We  wish  to  state  that  the  School  News  was  established  in  1887  as  a  local 
journal  for  the  express  purpose  of  assisting  teachers  in  introducing  and  suc- 
cessfully using  a  "  Manual  and  Guide  "  or  course  of  study  in  the  rural  schools." 

Devoted  exclusively  to  school  matters  *  *  *  with  the  purpose  of  aiding 
teachers  and  boards  of  education  in  systematizing  the  work." 

In  imitation  of  State  officers,  county  superintendents  made  county  periodicals 
official  organs  of  communication  with  their  teachers  and  endeavored  to  follow 
the  larger  journal  as  to  departments  and  content  The  best,  represented  by 
County  School  Council  or  the  Christian  County  School  News  (Illinois,  1887), 
include  material  of  real  service  to  a  country  teacher.  Quoted  articles,  which 
constitute  content,  are  selected  with  discernment.  About  half  of  the  profes- 
sional material  consists  of  method  and  devices,  suggestions  of  possible  use  to 
a  teacher  of  little  training  or  experience.  Thought-provoking  quotations  from 
the  best-known  educational  writers  of  the  time  are  not  entirely  absent.  Cur- 
rent events,  county  items,  queries  and  answers,  and  examination  questions  were 
usually  found  in  country  teachers'  papers;  in  the  poorest  there  was  little  else 
except  advertising,  which  was  a  large  item,  of  course,  but  no  greater  than  in 
most  educational  papers.  The  small  territory  served,  and  the  subscription 
price,  usually  50  cents,  made  all  thought  of  serious  editorial  attention  out  of 
the  question.  The  first  few  issues  were  often  the  only  ones  of  value;  having 
used  his  little  literary  capital,  the  editor  filled  his  columns  with  miscellaneous 
material  clipped  from  other  papers  or  discontinued  publication.  The  expense, 
which  was  frequently  mentioned  as  a  cause  of  suspension,  usually  fell  upon 
the  same  person  who  carried  editorial  responsibility.  Losing  money  and  bank- 
rupt of  material  to  publish,  the  career  of  such  periodicals  was  usually  very 
brief.  Peculiar  circumstances  sometimes  enabled  a  county  periodical  to  ex- 
pand, as  in  the  case  of  the  Pennsylvania  School  Journal,  previously  noted ;  the 
Hatchet,  of  Emporia,  Kans.,  which  through  successive  changes  became  the 
official  periodical  of  the  State;  or  the  Guernsey  County  Teacher  (1880),  which 
became  the  East  Ohio  Teacher  and  is  now  issued  as  the  Ohio  Teacher. 

The  Minnehaha  Teacher,  Sioux  Falls  (1886-7),  was  published  as  a  county 
paper  more  than  10  years;  the  Public  School,  of  Tippecanoe  County,4  Ind. 
(1882 —  ),  outlived  all  similar  publications  in  that  State  and  survived  nearly 
as  long.  Such  cases  form  marked  exceptions  to  the  usual  course  of  events. 
The  first  considerable  group  established  by  county  superintendents  was   in 

»  Christian  County  (111.)  Sen.  News,  I,  No.  6,  p.  16,  1887. 

•Ibid.,  IV,  No.  6,  p.  16,   1890.  ■ 

»  The  Franklin  Co.  News,  Ohio,  quoted  in  Ohio  Ed.  Mo.,  XIV,  579,  1896. 

♦Ind.  Sch.  J.   (1889),  709,   (1891),  164. 


44 


EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 


Michigan ;  *  of  12  in  the  field  between  1868  and  1872  all  but  1  had  suspended 
before  1873. 

The  cooperative  plan,  so  generally  employed  among  local  newspapers  of  the 
Middle  West,  was,  of  course,  given  a  trial  by  county  school  papers.  In  1880 
the  Educational  Newspaper  Union  reported  editions  in  a  dozen  or  more  places ; 
the  Iowa  Teacher,  of  Charles  City,  had  no  less  than  65  county  editions  at  one 
time,  not  all  in  Iowa.  This  plan,  by  capitalizing  the  advertising,  relieved  the 
local  editor  of  financial  anxiety,  as  indicated  by  this  advertisement: 

To  county  superintendents :  Have  you  a  local  teachers'  paper?  We  will  fur- 
nish you  an  eight-page  paper,  filled  with  professional  matter  and  local  news, 
at  a  price  which  is  little  if  any  more  than  you  spend  each  month  for  circulars 
and  other  means  of  announcements  to  your  teachers.  Every  county  needs  a 
local  teachers'  paper.' 

It  also  relieved  the  editor  from  the  task  of  finding  content,  the  only  local 
features  being  the  name  on  the  title  page,  a  few  local  advertisements,  and  an 
exceedingly  small  number  of  local  items  and  official  communications.  The 
general  content  of  a  great  number  examined  by  the  writer  bears  little  evidence 
of  careful  selection  or  acquaintance  with  the  needs  of  those  among  whom 
such  papers  were  designed  to  circulate.  The  cooperative  plan  was  not  more 
successful  in  the  case  of  county  school  papers  than  among  those  of  more  ambi- 
tious claims  previously  discussed. 

The  accompanying  table  shows  the  number  of  county  school  papers  of  which 
the  writer  has  a  list.  Doubtless  there  were  others,  but  from  this  an  idea  of 
their  time  and  place  may  be  gained.  In  estimating  the  number  in  existence 
at  a  given  time,  it  should  be  remembered  that  the  date  of  establishment  was 
usually  not  more  than  one  or  two  years  prior  to  that  of  suspension.  It  is 
evident  that  the  "  county  school  journal "  as  conducted  was  passing  from  the 
stage ;  since  the  last  period  included  in  the  table,  this  tendency  has  continued. 
The  table  does  not  include  other  types  of  local  school  journals  than  those 
devoted  to  county  interests. 

Table  2. — Date  of  establishment  of  county  school  journals,  by  five-year  periods. 


States. 

Before 
1865. 

1865- 
1869 

1870- 
1874 

1875- 
1879 

1880- 
1884 

1885- 
1889 

1890- 
1894 

1895- 
1899 

Total. 

4 

9 
9 
3 
2 
1 
5 
2 
3 

15 

8 
26 
10 

4 

7 
5 
4 
12 

...... 

22 
3 

10 
5 

1 
10 

1 

1 

7 

15 

..... 

3 
2 
11 

20 

Indiana 

2 

20 

76 

Kansas 

2 
3 

52 

7 

5 

24 

20 

Ohio .. 

1 

19 

2 
2 

11 

Other  States 

1 

39 

Total 

4 

7 

5 

9 

38 

91 

85 

42 

281 

Aside  from  the  passing  phenomenon  of  the  county  school  journal,  this 
chapter  has  shown  the  part  played  by  State  teachers'  associations  in  develop- 
ing educational  periodicals,  and  the  unsatisfactory  experience  of  these  organi- 
zations in  conducting  them.  It  has  also  been  indicated  that  the  part  played 
by  State  officials  in  this  field  was  not  unattended  by  numerous  disadvantages. 
On  the  whole,  after  a  brief  pioneer  period,  State  official  connection  with  school 
journals  exercised  a  doubtful  influence  upon  the  esteem  in  which  such  periodi- 
cals were  held;  in  time  this  influence  lost  whatever  value  it  once  had  and 
became  very  often  an  economic  expedient  to  keep  alive  school  journals  which 
did  little  but  live.  Further  results  of  official  connections  will  be  treated  in  the 
chapters  upon  editorship,  content,  and  circulation. 


*  Interstate  Sen.  Rev..  VII,  No.  33. 


»Mich.  Teacher,  1873,  VIII. 


Chapter  IV. 
EDITORS  AND  CONTRIBUTORS. 


An  important  problem  of  the  school  journal,  regardless  of  the  auspices  under 
which  it  was  issued,  has  been  that  of  editorship.  Corresponding  to  the  main 
lines  of  development,  the  three  phases — official,  teachers'  association,  and  in- 
dependent editorship — will  now  be  discussed,  followed  by  a  consideration  of 
conditions  and  practices  common  to  all  of  these. 

The  earliest  State-supported  or  subsidized  journals  were  issued  by  State 
commissioners  or  superintendents,  and,  of  course,  edited  by  them.  Reports 
concerning  education  in  other  States  or  in  foreign  countries,  laws,  regulations, 
and  comments  constituted  the  chief  content  of  such  periodicals.  As  the  States 
of  the  Mississippi  Valley  developed  and  school  systems  took  form,  there  was 
need  for  much  of  this  material  adapted  to  a  pioneer  stage  and  directed  to 
school  officers  rather  than  teachers.  But  after  systems  had  been  established, 
and  been  many  years  in  more  or  less  successful  operation,  no  great  need  of 
enlightenment  concerning  school  law  existed,  and  there  was  less  interest  in 
foreign  measures,  local  pride  even  showing  unwillingness  occasionally  to  give 
serious  heed  to  plans  perfected  in  older  communities.  As  teachers  rather  than 
school  officers  became  the  readers  of  school  journals,  the  editorial  problem  in- 
creased in  difficulty ;  State  school  officers  usually  became  editorially  bankrupt 
after  a  relatively  short  time.  Even  Horace  Mann's  Common  School  Journal 
showed  signs  of  exhaustion  long  before  it  reached  its  tenth  volume,  and  no 
other  official  editor  was  able  to  do  half  as  well  during  half  so  long  a  period. 
In  the  great  majority  of  State  association  publications,  State  commissioners  or 
superintendents  maintained  official  departments,  occupied  the  position  of  associ- 
ate editor,  nominally  filled  the  editor's  chair,  or  actually  did  the  editor's  work, 
but  never  long  very  effectively,  or  without  full  consciousness  that  official 
editorship  was  not  a  success. 

The  following  quotations  indicate  recognition  of  some  of  the  difficulties : 

So  when  we  were  tired  of  adding  columns  of  figures  in  the  "  returns,"  or 
answering  letters  of  "  inquiry,"  or  of  drawing  up  "  decisions,"  or  answering 
"  questions,"  or  preparing  *'  lectures,"  or  giving  "  instructions,"  we  rested  our- 
self  by  making  notes  for  the  Schoolmaster.1 

We  have  had  to  snatch  odd  moments,  in  the  midst  of  a  multitude  of  other 
cares,  to  do  what  has  been  done  in  that  line  (editing).  An  office,  crowded 
almost  every  hour  in  the  day  by  persons  having  business  to  transact  *  *  *  is 
not  the  most  favorable  place  for  the  accomplishment  of  scientific,  literary,  or 
educational  work  such  as  should  be  brought  to  bear  in  getting  up  a  journal  of 
this  sort.  We  have  done  the  best  we  could,  however,  under  the  circumstances, 
and  can  only  express  the  wish  that  the  work  had  been  done  better.* 

In  the  first  place,  the  editors  and  publishers  being  the  State  superintendent 
and  his  assistants,8  they  are  estopped  by  the  pressure  of  official  duties,  and  the 
salaries  paid  them  by  the  State  for  their  services,  from  pushing  the  business 
interests  of  the  Journal  sufficiently  to  warrant  them  in  putting  money  into 

1  R.  I.  Schoolmaster,  1856,  I,  375. 

a  Thomas  Smith  :  State  superintendent  in  Arkansas.    J.  of  Ed.,  1872,  III,  Nov.  12,  p.  21. 

•  Wisconsin  J.  of  Ed.,  1881,  XI,  554. 

45 


46  EDUCATIONAL.  PERIODICALS  IN  NINETEENTH  CENTURY. 

its  columns  by  way  of  payment  for  original  articles.  It  is  true  that  most  of  the 
better  papers  delivered  before  the  State  Teachers'  Association  *  *  *  find 
their  way  into  its  columns,  it  being  the  organ  of  that  body ;  but  in  spite  of  that 
fact,  the  usual  dearth  of  proper  and  desirable  material  for  its  pages  is  some- 
thing harrowing  to  the  men  responsible  for  its  contents  *  *  *.  To  do  for 
the  Journal  what  should  be  done  by  its  publishers  would  render  the  officials 
who  manage  it  open  to  the  charge  of  devoting  time  and  strength  that  belong 
to  the  State  to  a  private  enterprise.  And  there  would  be  no  lack  of  persons 
ready  to  make  the  charge,  which  would  certainly  be  uncomfortably  near  the 
truth.  In  the  second  place,  as  editors  the  same  officials  are  shorn  of  that 
freedom  and  independence  which  are  essential  to  vigorous  journalism  in  any 
department.  The  liberty  of  open  and  incisive  criticism  is  denied  them  by  the 
unwritten  law  of  propriety.  It  is  quite  impossible  for  them  to  divest  themselves 
of  their  official  characters  and  speak  from  the  standpoint  of  untrammeled 
citizenship ;  and  so  they  must  say  only  what  is  right  and  becoming  to  emanate 
from  this  department  of  public  service,  and  a  multitude  of  things  that  ought 
to  be  said  through  the  columns  of  an  educational  journal  are  never  uttered. 

In  considering  the  ideal  school  journal,  Compayre  says :  *  The  essential  thing 
in  an  enterprise  of  this  nature,  as  in  all  other  human  enterprises,  is  that  it 
should  have  at  its  head  a  man  who  is  the  soul  of  it,  whose  strong  will  shapes 
every  detail  of  its  publication,  who  by  his  experience  and  personal  knowledge 
is  in  the  mid-current  of  scholastic  affairs,  and  finally  whose  mind  and  heart  art 
well-springs  of  inspiration  and  enthusiasm. 

It  was  clear  at  all  times  that  whatever  other  qualities  a  State  superintendent- 
editor  might  possess,  he  could  not  long  be  the  "  soul "  of  any  journalistic 
enterprise,  and  that  in  the  division  of  his  time  editorial  duties  would  suffer  in 
competition  with  interests  more  certain  to  assert  themselves.  State  school  offi- 
cers have  usually  been  elected  because  of  political  or  executive  ability,  and  have 
served  for  one  or  two  short  terms;  since  the  early  period  at  least,  they  have 
in  the  main  been  sought  for  editorial  service  because  of  financial  and  business 
advantage  rather  than  peculiar  literary  or  professional  ability,  though  there  have 
been  exceptions  to  this  general  statement.  Because  of  insufficient  t\me  to  devote 
to  such  work,  lack  of  literary  ability,  and  the  handicap  upon  independent  utter- 
ance imposed  by  official  status,  State  school  officers,  while  performing  much 
very  useful  service,  can  not  be  said  to  have  furnished  many  examples  of  effective 
editorship. 

The  usual  plan  of  editorship  among  State  association  periodicals  was  that 
employed  by  the  Massachusetts  Teacher  from  its  beginning  in  1848,  and  fol- 
lowed during  varying  periods  by  most  such  publications.  The  typical  scheme 
included  appointment  or  election  by  the  association  of  a  resident  editor,  and 
from  3  to  17  associate  editors,  the  number  in  the  great  majority  of  cases  being 
between  6  and  15.  Usually  one  of  the  associates  was  designated  "  mathemat- 
ical editor,"  his  specific  function  being  to  propose,  solve,  or  explain  difficult 
problems.  It  was  realized  from  the  first  that  associate  editors,  unless  given 
definite  responsibility,  would,  generally  speaking,  contribute  nothing.  To  in- 
sure participation  of  all,  the  "monthly  editor"  plan,  first  used  by  the  Massa- 
chusetts Teacher,  was  very  generally  adopted.  According  to  this  arrangement, 
each  editor  was  responsible  for  the  content  of  one  or  more  monthly  numbers. 
As  a  reminder  the  editors'  names  and  monthly  assignments  were  carried  with 
each  issue.  A  modification  of-  the  plan,  used  by  the  Iowa  Instructor,'  required 
each  editor  to  furnish  four  original  articles  a  year. 

It  is  not  difficult  to  comprehend  that  the  plan  of  rotating  editorship  involved 
problems  of  adjustment  and  could  not  at  best  promise  harmony  of  aim.  Com- 
menting upon  its  first  trial,  the  Common  School  Journal '  is  quoted : 

1  Compayre :  Educational  Journalism  in  France.    Ed.  Rev.,  1900,  XIX,  121-142. 
« 1865,  VII,  4 ;  VIII,  18. 
•1848,  X,  1. 


EDITORS  AND  CONTRIBUTORS.  47 

The  Massachusetts  Teacher,  in  its  second  aumber,  has  undertaken  to  ridicule 
and  discourage  several  of  the  improvements  which  the  enlightened  friends  of 
education*  have  hoped  to  introduce  into  our  modes  of  instruction  and  discipline. 
It  is  due  to  the  zodiac  of  editors  who  volunteered  to  conduct  the  new  journal  to 
say  that  only  two  of  the  "  Twelve  signs  "  were  aware  of  this  attempt  to  ex- 
tinguish the  Sun.  The  Crab  and  the  Scorpion  are  curious  animals,  one  always 
preferring  to  go  backward,  and  the  other  stinging  itself  to  death  when  it  can 
not  have  its  own  way. 

The  editor  for  the  third  month  refused  to  contribute  because  he  was  not  in 
accord  with  his  predecessor.1  A  more  general  cause  of  complaint  was  failure 
to  act  or  contribute  without  assigning  any  reason.  The  resident  editor  of  the 
Ohio  Journal  of  Education '  wrote  150  pages  of  volume  five,  the  associate  ed- 
itors 42 ;  a  third  of  the  monthly  editors  failed  to  respond,  leaving  the  resident 
editor  to  shift  for  the  Connecticut  Common  School  Journal  as  best  he  could ; 
the  Indiana  School  Journal*  complained  that  associate  editors  did  nothing; 
the  editor  of  the  New  Hampshire  Journal  of  Education  states  that : 

The  names  of  12  teachers  stand  upon  the  covers  of  the  Journal  of  Education  * 
as  editors.  Will  those  whose  names  are  on  the  outside,  but  whose  articles  are 
never  on  the  inside,  oblige  the  public  by  giving  their  ideas  of  the  duty  of  an 
editor  to  his  journal  and  its  readers? 

Four  years  later  a  modified  plan  seemed  to  be  no  more  satisfactory,  for 
although  each  of  the  12  associate  editors  had  agreed  to  contribute  six  articles, 
only  5  of  the  72  due  during  the  year  had  been  received  at  the  end  of  six 
months.'  When  the  State  association  of  Massachusetts'  found  fault  with  the 
management  of  the  Teacher,  the  editor  replied  that  he  would  willingly  publish 
what  was  desired  if  he  could  learn  what  that  would  be;  left  to  furnish  the 
material  himself,  he  had  done  the  best  he  could ;  he  suggested  that  others  might 
write  something.  The  position  of  editor  apparently  was  an  honor  from  which 
it  was  considered  good  fortune  to  be  free.  The  New  Hampshire  association  7 
voted  to  excuse  four  associate  editors  each  year,  beginning  with  those  of 
longest  service ;  the  Wisconsin  Journal  of  Education  •  lapsed  four  months  while 
an  association  committee  searched  for  an  editor;  and  in  discontinuing  group 
editorship  the  same  journal  stated*  two  objections  to '  the  plan,  namely,  that 
few  associate  editors  ever  contributed,  and  that  the  very  fact  of  their  being 
given  an  editorial  status  pointed  them  out  as  privileged  to  write,  thus  de- 
terring others  who  might  wish  to  contribute  but  feared  to  intrude. 

Such  defects,  inherent  in  the  plan,  as  have  been  pointed  out — lack  of  harmony, 
uncertainty  of  policy,  varying  literary  ideals,  indifference,  and  the  inability  of 
an  association  to  select  editors  upon  the  basis  of  fitness  for  their  work — led  to 
its  abandonment.  The  Massachusetts  Teacher,10  with  which  group  and  rotating 
editorship  for  school  journals  originated,  declared  the  arrangement  a  failure 
after  18  years  of  experience ;  after  trials  varying  from  one  to  a  score  of  years  in 
different  States  it  was  given  up  everywhere. 

The  accompanying  table  shows  something  of  the  importance  of  group  editor- 
ship. In  addition  to  the  periodicals  in  this  list,  the  plan  was  tried  for  brief 
periods  in  other  States,  as  follows :  Southern  School,  Georgia,  1854,  1855 ;  Mis- 
souri Educator,  1858,  1859 ;  Kentucky  Educational  Monthly,  1859 ;  Kansas  Edu- 
cational Journal,  1864;  Maryland  Educational  Journal,  1867;  and  in  slightly 
modified  form  by  the  Educational  Journal  of  Virginia  for  a  short  time  beginning 
with  1869. 

1Mass.  Teacher,  I,  XVII,  410.  «Proc.  of  Mass.  Teachers'  Assoc,  1867. 

"1857,  VI,  23.  IN.  H.  J.  of  Ed.,  1858,  II,  279. 

•II,  380.  »1857,  II,  20. 

*1858,  II,  279.  'Ibid.,   1862,  VII,  75. 

•  Ibid.,  1862,  VI,  15.  »•  1865,  XVII,  416. 


48  EDUCATIONAL  PEKIODICALS  IN  NINETEENTH   CENTURY. 

Table  3. — Group-editorship  of  State  teachers1  association  periodicals. 


Number  of  editors. 

Group 

plan 

continued. 

Smallest. 

Largest. 

Massachusetts  Teacher 

12 
6 
12 
9 
12 
6 
9 
9 
9 
6 
18 
18 
12 
3 

18 

7 

J* 

12 

12 
12 
17 
17 
14 
16 
13 
16 
12 
6 

1  1848-1874 

Ohio  Journal  of  Education 

1852  1857 

New  York  Teacher 

1853-1866 

Connecticut  School  Journal 

2 1854-1862 

Michigan  Journal  of  Education 

1854-1860 

Illinois  Teacher 

1855-1858 

Rhode  Island  Schoolmaster 

1855-1868 

Wisconsin  Journal  of  Education 

1856-1861 

Indiana  School  Journal 

1856-1864 

1857-1869 

New  Hampshire  Journal  of  Education 

1858-1862 

North  Carolina  Journal  of  Education 

1858-1861 

•  1859-1874 

California  Teacher 

1864-1876 

Group  plan  discarded  during  1872. 


2  Later  revived;  12  or  14  editors. 


Except  1862-1867. 


In  concluding  the  discussion  of  this  topic,  it  is  but  fair  to  remark  that  the 
group-editor  plan,  with  all  its  shortcomings,  was  probably  the  only  course  which 
the  State  associations  could  adopt.  Sectarian  and  political  jealousies  were  so 
strong  that  almost  every  editor  found  it  necessary  to  declare  his  paper  free  of 
such  bias.  The  most  guarded  statements  were  subject  to  misinterpretation. 
State  associations  found  it  necessary  to  pass  many  such  resolutions  as  the  fol- 
lowing :  * 

Resolved,  That  the  management  of  the  Massachusetts  Teacher  be  referred  to 
the  board  of  directors  of  this  association  with  the  understanding  that,  while  the 
pages  of  the  Teacher  shall  be  open  to  a  fair  consideration  of  all  purely  educa- 
tional subjects,,  they  shall  be  kept  free  from  the  introduction  of  party  politics 
and  controverted  points  in  theology. 

With  all  caution,  reinforced  by  such  resolutions,  it  is  doubtful  whether  any 
man,  though  a  literary  and  editorial  diplomat,  could  have  met  the  require- 
ments of  the  teachers'  organizations,  the  teachers  individually,  or  the  public. 
An  incidental  accomplishment  of  the  plan  was  the  training  in  service  of  many 
who  later  became  editors  or  contributors.  A  glance  at  the  table  will  show  that, 
so  far  as  the  numbers  are  concerned,  the  plan  constituted  no  mean  school  of 
journalism. 

Until  school  journals  became  at  least  nominally  independent  of  official  in- 
fluence and  actually  free  from  direct  control  of  the  associations,  long  periods 
of  editorial  service  were  seldom  possible.  Four  exceptions  to  this  statement 
may  be  noted :  Horace  Mann  as  secretary  of  the  State  Board  of  Education  in 
Massachusetts  remained  editor  of  the  Common  School  Journal  10  years,  and 
three  of  the  State  superintendents  of  Pennsylvania  have  been  editors  of  the 
Pennsylvania  School  Journal  for  terms  of  18,  11,  and  more  than  25  years, 
respectively.  Of  periodicals  under  association  control,  only  the  New  York 
Teacher  furnishes  an  example  of  a  10-year  period  of  editorial  service,  that  of 
James  Cruikshank,  1856-1867. 

A  tendency  toward  somewhat  greater  stability  of  editorship  was  apparent 
among  independent  journals.  The  list  which  follows  includes  all  the  periods 
of  editorial  service  in  excess  of  10  years  among  State  and  unspecialized  peri- 
odicals : 

»Proc.  Mass.  Teachers'  Association,  1867. 


EDITORS  AND   CONTRIBUTORS. 


Periods  of  editorial  service. 


49 


Periodical. 

Name  of  editor. 

Period  of 
editorship. 

E.  E.  White 

1861-1875. 

Samuel  Findley 

1882-1894. 

T.  H.  Burrowes 

1852-1870. 

J.  P.  Wickersham 

1870-1881. 

W.  A.  Bell 

1869-1899. 

J.  B.  Merwin 

1868-1893. 

A.  R.  Home 

1860-1900. 

T.  W.  Bicknell 

1875-1886. 

E.  0.  Vaile 

1881-1905. 

A.  N.  Raub 

1885-1900. 

1885-1903. 

Public  School  Journal  (School  and  Home  Education) 

1886-1900. 

John  MacDonald 

1888-1916. 

H.  A.  Gass 

1889-1916. 

C.  M.  Parker 

1887-1916. 

H.  R.  Pattengill 

1888-1919. 

LONGEST  PERIODS  OF  SERVICE.* 

School  Bulletin 

C.  W.  Bardeen 

Since  1874. 

A.  E.  Winship 

Since  1886. 

1  Of  editors  still  in  service. 

The  foregoing  lists  do  not  include  method  and  device  papers,  in  which  pub- 
lishers are  more  prominent  than  editors,  nor  journals  devoted  to  special  fields 
or  to  higher  education.  Of  all  those  named,  very  few  made  editorial  work 
their  business ;  the  rest  and  practically  all  others  who  for  much  shorter  times 
have  been  editors  of  school  journals  have  also  occupied  school  positions  or 
combined  their  journalistic  efforts  with  more  profitable  undertakings  which 
school  journals  through  advertising  could  assist.  This  phase  of  the  problem 
will  be  discussed  in  the  chapter  upon  "  Financial  support."  The  fact  that 
editing  a  school  periodical  has  with  few  exceptions  been  an  avocation  pursued 
for  a  short  time  or  an  adjunct  to  some  more  serious  enterprise  is  of  importance 
in  estimating  the  character  of  editorship. 

The  function  of  the  editor  of  a  school  journal  has  been  to  create  content 
for  his  columns  or  use  discrimination  in  finding  it.  The  editor  of  an  association 
periodical  left  without  much  assistance  from  his  associates  had  the  choice 
of  evolving  material  from  his  inner  consciousness  or  of  using  the  scissors. 
Iu  all  classes  of  journals  creative  work  was  easier  during  the  first  of  an  editorial 
term  than  later.  More  than  half  of  the  content  of  the  Western  Teacher  (St 
Louis,  1853)  was  written  by  its  editor,  a  busy  school  superintendent.  Alfred 
Holbrook  was  author  of  about  half  the  actual  content  of  the  National  Normal 
(1868)  during  its  first  volume,  though  he  was  actively  engaged  in  strenuous 
school  work.  There  are  many  examples  of  editors  who  tried  to  write  a  large 
number  of  articles,  but  in  every  case  quoted  material  had  to  be  relied  upon 
before  long,  and,  of  course,  was  better,  if  selected  wisely.  Aside  from  the 
large  question  as  to  the  fields  which  a  school  journal  could  legitimately 
appropriate,  discussed  in  the  chapter  on  "  Content,"  the  amount  and  character 
of  the  quoted  articles  was  of  most  importance. 

Quoted  material  has  always  occupied  a  very  large  part  of  the  space  of  school 
journals.  The  Eclectic  Teacher  of  Kentucky  ■  frankly  states  that  its  editors 
have  no  time  to  be  original ;  it  then  proceeds  to  prove  this  by  quoting  from 
other  school  journals  all  except  a  few  news  items.    In  an  entire  volume,  aside 


*1876,   I,  23. 


113783°— 19- 


50  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

from  these  answers  to  questions  and  references  to  itself,  there  are  not  five 
pages  of  original  material.  Many  of  the  commercialized,  cooperative  local 
papers  quoted  all  their  material,  very  often  without  giving  credit. 

The  very  general  use  of  pseudonyms  in  the  earlier  periodicals  sometimes 
renders  it  difficult  to  identify  writers  of  articles.  Index,  Philanthropos,  Vir- 
giniensis,  and  Vide  wrote  for  the  Educational  Reporter  (1830)  ;  Pedagogus, 
Locke,  Common  Sense,  Genevensis,  Spelman,  E.  B.,  and  Jonathan,  for  the  Dis- 
trict School  Journal  (1840)  ;  Excelsior,  Sigma,  Square  Toes,  Petrus  Pedagogus, 
Senex,  Puto,  Quilibet,  Oma  Purros,  Seneca,  Humanitas,  Lupus,  Vindex,  Re- 
porter, Quantam,  Paoli,  Agricola,  Kitt,  Jane,  and  Amor  for  others  before  1860. 
Mere  initials  were  often  the  only  signature.  It  was,  however,  in  most  cases 
possible  to  identify  all  important  contributors  or  sources  of  quotations  by  means 
of  formal  editorial  mention  of  leading  articles. 

Aside  from  writers  with  an  official  status,  such  as  Stowe,  Cousin,  and  the 
State  superintendents,  whose  documents  were  largely  republished,  the  most 
generally  quoted  important  contributors  before  1840  were  James  Carter,  William 
Russell,  W.  C.  Woodbridge ;  Jullien  and  Jardine,  the  first  French  and  the  other 
Scotch;  Hall  and  Abbott,  who  wrote  chiefly  upon  school  management;  William 
Alcott,  Wilderspin,  Thomas  Dick,  J.  M.  Keagy,  and  T.  H.  Gallaudet,  who 
contributed  the  equivalent  of  a  fair-sized  volume,  his  major  interests  being  the 
English  language,  normal  schools,  and  the  education  of  defectives,  especially 
the  deaf. 

From  1840  to  I860  the  educational  writers  most  often  quoted  were  Horace 
Maim  and  Henry  Barnard,  the  former  usually  upon  very  general  subjects,  the 
latter  chiefly  with  regard  to  school  architecture.  Preeminent  during  the  period 
from  3860  to  1900  were  W.  T.  Harris  and  E.  E.  White.  Each  of  these  con- 
tributed more  than  twice  as  much  as  any  other  educational  writer;  both  were 
quoted  during  a  period  of  about  50  years  in  nearly  every  periodical.  Both 
wrote  well  upon  a  great  number  of  subjects,  Mr.  White  writing  with  great  com- 
mon sense  upon  method  and  management,  the  rural  school,  and  similar  subjects 
of  practical  intent  to  teachers.  As  the  successful  editor  of  the  Ohio  Edu- 
cational Monthly  *  many  of  his  articles  appeared  editorially.  Of  his  work  lie 
says:  "During  these  14  years  we  have  written  over  2,500  editorial  pages,  dis- 
cussing nearly  all  educational  subjects  of  practical  interest."  Dr.  Harris's 
contributions,  dealing  with  an  even  greater  diversity  of  subjects,  tended  toward 
the  philosophical.  Among  the  topics  upon  which  he  wrote  most  extendedly 
were  problems  of  the  college  and  university,  the  curriculum,  the  kindergarten, 
psychology,  esthetics,  the  rural  school,  and  manual  training.  Aside  from  his 
educational  labors  he  wrote  much  for  philosophical  magazines.  After  1880  for 
a  short  time  Col.  F.  W.  Parker  was  frequently  quoted,  one-half  as  often  per- 
haps as  Mr.  White.  Considering  only  educational  writers  who  were  extensively 
quoted  during  a  period  of  25  years  or  more,  the  most  often  and  generally  quoted 
rank  as  follows:  W.  T.  Harris,  E.  E.  White,  Horace  Mann,  F.  W.  Parker, 
B.  A.  Hinsdale,  J.  M.  Greenwood,  Anna  C.  Brackett,  W.  N.  Hailmann,  and 
J.  L.  Pickard ;  but  the  contributions  of  the  first  two  were  about  as  numerous 
as  those  of  the  rest  combined.  Other  important  contributors  not  already  men- 
tioned were  D.  P.  Page,  quoted  widely  before  1860  on  the  relations  of  teachers 
and  parents  and  upon  school  management;  Dio  Lewis,  upon  physical  education, 
1S55--1S75;  Elizabeth  Peabody,  usually  upon  the  kindergarten,  1855-1880;  Nor- 
man Calkins,  upon  object-teaching,  1855-1S75;  W.  A.  Mowry,  W.  E.  Sheldon, 
Delia  Lathrop,  A.  D.  Mayo,  E.  O.  Vaile,  J.  D.  Gregory  (1865-1885),  on  "  Seven 
laws  of  teaching";  C.  M.  Woodward,  on  manual  training,  1S75-1885.     L.  R. 

>  Ohio  Ed.  Monthly,  1875,  XXIV,  147. 


EDITORS  AND  CONTRIBUTORS.  51 

Klemm,  J.  M.  Baldwin,  Geo.  P.  Brown,  Charles  De  Garmo,  C.  W.  Eliot,  W.  H. 
Payne,  Henry  Sabin,  A.  E.  Winship,  G.  S.  Hall,  and  Charles  McMurry  were 
generally  quoted  more  than  locally  after  1880. 

The  earliest  important  contribution  by  a  woman  appears  in  the  American 
Annals  (1834,  IV).  Women  were  frequently  elected  by  the  associations  upon 
the  editorial  board.  Two  of  them,  newly  elected  editors  of  the  Michigan  Journal 
of  Education1  (1854),  served  willingly,  but  modestly  refused  to  allow  their 
names  to  be  published.  Such  modesty,  occasionally  manifested,  the  general 
practice  of  publishing  unsigned  articles,  and  the  fact  that  method  and  device 
articles  (in  the  writing  of  which  women  contributors  were  most  active)  are 
the  type  most  often  quoted  without  credit  to  the  author,  make  it  difficult  to 
determine  women's  share  in  supplying  professional  reading.  A  few  fields  are, 
however,  easily  differentiated.  With  the  exceptions  of  the  articles  by  Dr. 
Harris  and  W.  N.  Hailmann,  nearly  everything  concerning  the  kindergarten 
was  written  by  women,  as  was  60  per  cent  or  more  of  the  method  and  device 
material  after  1880.  A  careful  study  and  tabulation  of  the  content  of  the 
general  school  journals,  including  the  "  State "  group,  shows  that  the  amount 
of  professional  material  contributed  by  women  writers  increased  quite  steadily 
from  3  to  4  per  cent  of  the  annual  output  in  1850  to  15  or  16  per  cent  in  the 
period  of  1S95-1899.  This  tabulation,  of  course,  excluded  news  items,  lists  of 
examination  questions,  and  other  current  general  items. 

The  professional  status  of  contributors  showed  a  marked  shift,  corresponding 
of  course  to  general  changes  in  education.  Occasionally  a  physician  or  lawyer 
wrote  an  article  for  a  school  journal  or  was  quoted  by  one,  but  with  few  ex- 
ceptions contributors  may  be  listed  in  one  of  the  four  following  groups : 

(1)  Public  school  teachers,  superintendents,  and  State  school  officers. 

(2)  College  and  university  professors. 

(3)  Normal  school  teachers  and  principals. 

(4)  Ministers. 

The  accompanying  tabular  comparison  shows  roughly  the  changed  sources 
from  which  professional  material  came  in  the  first  and  second  parts  of  the 
period  considered. 

Table  4. — Sources   of  the  professional  material. 


Sources. 

1825-1855 

1870-1900 

Per  cent. 

27 

27 

9 

36 

Per  cent. 
31 

28 

39 

2 

It  seems  probable  that  the  figure  for  ministers  in  the  first  column  is  too  high, 
owing  to  the  fact  that  many  college  teachers  also  used  the  minister's  title. 

To  summarize  the  discussion  of  editorship,  it  may  be  said  that  State  superin- 
tendents and  commissioners  were  usually  too  fully  occupied  with  other  duties, 
(>n joyed  too  short  a  term  to  become  experienced  as  editors,  and  could  not  be  free 
in  their  editorial  attitudes  because  of  the  proprieties  and  connections  of  an  official 
status;  accordingly,  when  selected  as  editors  it  has  usually  been  for  financial 
or  patronage  reasons,  discussed  in  Chapter  III,  rather  than  because  of  special 
fitness  for  the  work.  The  State  associations  found  it  impossible  to  work  out  a 
successful  plan  of  editorship,  because  of  lack  of  cooperation  and  the  difficulty 

*L  29. 


52  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

of  satisfying  their  membership.  Official,  State  association,  or  independent  edi- 
torship of  school  journals  has  with  few  exceptions  been  a  minor  interest  of  busy 
men  fully  occupied  in  work  to  which  an  educational  periodical  constituted  a 
more  or  less  useful  adjunct.  To  this  fact  must  be  attributed  the  character  of 
much  of  the  content,  more  fully  described  in  Chapter  VI. 

Two  of  the  editors  who  during  several  years  made  editing  a  school  journal 
a  principal  means  of  gaining  a  livelihood,  and  whose  publications  for  a  time  at 
least  were  entitled  to  first  rank  as  to  the  character  of  content  and  extent  of  cir- 
culation, thus  state  some  of  their  ideals : 

So  far  as  we  know,  we  were  the  first  ■  to  make  successfully  the  experiment  of 
devoting  the  greater  part  of  one's  time  to  such  an  enterprise  (editing  a  school 
journal.)  We  congratulate  ourselves  on  the  fact  that  the  desire  to  be  "spicy" 
and  "  sharp  "  has  so  seldom  tempted  us  to  indulge  in  personal  criticism.  These 
2,500  pages  (of  editorial  material)  contain  very  few  paragraphs  which  have 
injured  anyone  in  feeling  or  reputation,  while  they  abound  in  good  words 
heartily  written  for  hundreds  of  true  and  earnest  workers. 

The  contents  of  a  model  school  journal  should  be  practical,  sympathetic,  in- 
spiring. The  practical  rather  than  the  theoretical  has  been  my  motto.2  I 
have  at  all  times  welcomed  free  discussion  of  educational  topics.  No  article 
was  ever  rejected  simply  on  the  ground  that  it  advocated  views  at  variance  with 
those  held  by  myself  *  *  *.  I  am  a  firm  believer  in  the  method  of  elimina- 
tion by  substitution.3  It  is  far  better  to  state  correct  principles  than  to  find 
fault  with  existing  methods.    It  is  better  to  plan  work  than  to  say  "  don't." 

The  kindly  spirit  expressed  in  these  quotations,  with  few  exceptions,  was 
characteristic.  Rivalry  between  the  New  England  Journal  of  Education  and  the 
short-lived  Educational  Weekly  of  Chicago  occasioned  a  "  war  of  the  weeklies,'* 
and  many  unkind  remarks  grew  out  of  the  relations  of  the  Educational  Press 
Association,  organized  in  1895,  to  "promote  fraternal  feeling,"  mutual  benefit, 
and  united  strength  in  advancing  educational  sentiment.4  Even  to  say  unkind 
things  requires  a  slight  degree  of  courage,  for  such  remarks  may  return ;  the 
difficulty  with  American  educational  periodicals  editorially  was  much  less  in 
what  was  uttered  than  in  what  was  left  unsaid.  Due  to  official  and  teachers 
association  handicaps,  or  the  necessity  for  careful  handling  of  various  commer- 
cial enterprises  considered  more  important  because  less  precarious  in  their 
income,  positiveness  and  the  inspiration  of  a  strong  personality  were  the  ele- 
ments most  lacking  in  the  editorship  of  typical  school  journals.  Comparatively 
little  was  contributed  by  editors  and  that  most  diplomatically.  This  general 
statement  admits  of  important  exceptions,  the  editors  just  quoted  being 
examples,  and  it  is  made  in  full  view  of  the  very  real  difficulties  of  the  entire 
situation. 

»E.  E.  White:  Ohio  Educational  Monthly,   1875,  XXIV,   147. 
»W.  A.  Bell  in  Ind.  Sch.  Jour.,  1893,  XXXVIII,  5  (512). 
•Ibid,  1899,  XLIV,  360. 
«Sch.  Bulletin,  1895-96,  XXII,  2. 


Chapter  V, 
SPECIALIZATION  OF  CONTENT. 


Before  considering  in  detail  the  content  of  school  journals  as  a  class,  a  brief 
description  will  be  given  of  the  aims,  content,  character,  and  career  of  such 
periodicals  as  show  marked  variation  from  the  usual  type,  or  occupy  highly 
specialized  fields.  The  method  employed  in  arriving  at  quantitative  estimates 
of  content  is  the  same  as  that  used  in  the  study  of  the  unspecialized  group  fully 
described  in  the  next  chapter. 

Chronologically  first  among  those  sustained  during  a  period  of  years  and 
taking  high  rank  in  any  comparison  stands  the  American  Journal  of  Edu- 
cation (1826-  )  continued  in  the  American  Annals.  Many  of  the  characteristic 
features  of  this  periodical  appear  in  all  of  the  more  serious  works  of  its  class. 
The  subject  which  receives  fullest  discussion  is  foreign  education;  German, 
English,  and  French  leading  in  the  order  named.  The  work  of  Pestalozzi  and 
Fellenberg  occupies  the  equivalent  of  a  full  volume  of  seven  or  eight  hundred 
pages ;  monitorial  and  infant  schools  are  Important  subjects  in  the  earlier  vol- 
umes. The  tendency  to  gather  information  concerning  education  the  world  over, 
continued  in  Dr.  Barnard's  American  Journal  of  Education,  and  later  in  the 
reports  of  the  United  States  Commissioner  of  Education,  showed  itself  in  some- 
what extended  articles  upon  education  in  Algeria,  Ceylon,  Denmark,  Greece, 
Holland,  Iceland,  Italy,  Mexico,  Norway,  Russia,  Sweden,  and  the  South  Ameri- 
can countries. 

Book  reviews  form  the  item  of  second  importance,  the  editors  and  contributors 
being  writers  of  textbooks  in  many  cases.  The  reviews  are  usually  long  and 
seem  to  represent  serious  attempts  at  criticism.  Material  upon  State  and  city 
systems  is  usually  in  the  form  of  official  reports.  History  of  educational  insti- 
tutions, both  local  and  foreign,  also  includes  much  quotation  from  original 
sources.  Writings  of  Plato,  Ascham,  Bacon,  and  Locke  are  extensively  quoted, 
the  work  of  Vittorino  da  Feltre  described,  and  biographies  of  Richter,  Milton, 
and  Cheever  given.  Other  important  subjects  discussed  are  lyceums,  female 
education,  normal  schools,  agricultural  education,  manual  labor  schools, 
mechanics  institutes,  and  the  education  of  defectives.  This  series,  in  contrast 
to  Dr.  Barnard's  journal,  gave  considerable  space  to  current  educational  news, 
and  there  are  more  articles  of  a  general  nature,  designed  to  promote  an  interest 
in  public  education. 

The  best-known  contributors,  aside  from  William  Russell,  W.  C.  Woodbridge, 
and  William  Alcott,  who  served  as  editors,  were  Carter,  Gallaudet,  Hall,  Grimke, 
Goold  Brown,  Prescott,  and  Ticknor.  Much  of  the  Pestalozzian  material  was 
contributed  by  Mr.  Woodbridge  while  in  Europe,  visiting  especially  the  institu- 
tions of  Fellenberg.  A  very  great  part  of  the  content  of  the  entire  series  was 
quoted,  as  has  been  noted,  from  official  reports,  and  from  the  French  Journal  of 
Education,  the  London  Journal  of  Education,  and  the  writings  of  Pestalozzi, 
Jardine,  Wilson,  Wilderspin,  Johnson,  Jacotot,  and  Jullien. 

53 


54  EDUCATIONAL  PERIODICALS  IN  NINETEENTH  CENTURY. 

In  any  study  of  educational  periodicals  the  American  Journal  of  Education 
(1855-1881)  by  Henry  Barnard  must  be  given  a  high  rank.  It  is  unique  in 
character,  most  nearly  comparable  with  the  journal  bearing  the  same  name 
which  has  just  been  described.  First  projected  in  1842,  at  the  suspension  of 
the  Connecticut  Common  School  Journal,  it  was  designed  to  be  an  encyclopedia 
of  education,  with  no  prospect  of  becoming  a  popular  work.1  In  1850  Barnard 
endeavored  to  interest  the  American  Association  for  the  Advancement  of  Edu- 
cation in  his  plan  of  a  central  agency  for  diffusion  of  knowledge,  part  of  whose 
work  was  to  be  the  publication  of  a  journal  and  library  of  education.  Partly 
because  of  lack  of  funds,  neither  the  American  association  nor  the  Smithsonian 
Institution,  to  which  appeal  had  been  made,  could  be  practically  interested  in 
the  proposal.  Mr.  Barnard  then  undertook  the  work  himself,  but  after  much 
copy  had  been  prepared  learned  that  Rev.  Absalom  Peters  was  entering  upon 
a  work  of  similar  scope.  The  two  united  their  efforts  and  issued  the  first  two 
numbers  under  the  title  of  the  "American  Journal  of  Education  and  College 
Review."  Because  of  differing  conceptions  as  to  the  nature  of  the  undertaking, 
the  two  editors  found  it  impossible  to  proceed  with  their  joint  efforts.  Mr. 
Barnard  continued  his  work  under  the  name  originally  proposed,  American 
Journal  of  Education. 

Of  the  financial  support  accorded  his  undertaking  the  editor  is  quoted  as 
follows :' 

The  first  year's  experience  convinced  me  that  but  a  very  small  proportion  of 
those  engaged  in  teaching  either  high  or  elementary  schools,  or  in  administering 
State  or  city  systems,  or  of  professed  friends  of  popular  education,  would  labor, 
spend,  or  even  subscribe  for  a  work  of  this  character ;  and  indeed  that  the  regu- 
lar subscription  list  would  not  meet  the  expense  of  printing  and  paper.  But  in 
the  hope  that  the  completed  series  would  be  regarded  as  a  valuable  contribution 
to  the  permanent  educational  literature  of  the  country,  I  have  gone  forward, 
notwithstanding  a  formidable  and  increasing  deficit. 

The  deficit  remained  and  increased,  but  with  remarkable  devotion  to  his 
original  purpose  the  editor  continued  his  work,  apparently  regardless  of  the 
direct  effect  upon  his  private  fortune.  In  all,  31  volumes  were  issued.  The  first 
series  consisted  of  Volumes  I-X,  1855-1861 ;  the  New  Series  of  Volumes  X-XVI, 
1862-1866;  the  National  Series,  Volumes  XVII-XXV,  1867-1875;  and  the  Inter- 
national Series,  Volumes  XXVI-XXXI,  1876-1881.  It  may  be  remarked  that 
there  is  much  repetition  in  the  later  volumes,  and  that  the  first  25  include  most 
of  the  valuable  content. 

In  the  study  of  this  remarkable  series  volumes  18  and  29  are  omitted,  both 
being  devoted  almost  entirely  to  statistics,  general  and  educational.  The  two 
main  lines  of  constant  interest,  each  being  represented  in  every  volume  except 
the  two  excluded,  are  history  of  education,  including  educational  biography,  and 
description  of  foreign  school  systems,  conditions,  and  practices.  One-third  of 
the  space  of  the  entire  series  is  occupied  by  historical  studies.  The  teachings 
of  educational  theorists  from  Plato  to  Spencer  and  practically  all  the  well- 
known  educational  classics  now  discussed  or  mentioned  in  standard  histories  of 
education  are  presented.  Many  of  the  historical  articles  are  translations  from 
the  German  works  of  Schmid,  and  especially  Von  Raumer,  from  whom  thousands 
of  pages  are  quoted.  The  biographies  include  most  of  the  educational  leaders 
in  the  early  history  of  this  country,  from  Ezekiel  Cheever  to  the  men  who  were 
prominent  in  1870.  The  most  extensive  collection  of  these  biographies  is  found 
in  Volumes  IV-VIII ;  combined  they  form  material  for  a  suggestive  if  not  critical 
study  of  education  in  the  United  States  from  the  Revolution  to  the  Civil  War. 

1  Am.  J.  of  Ed.,  I,  921 ;  XIX,  837.  •  Barnard's  Journal,  18G0,  VIII,  320. 


SPECIALIZATION   OF  CONTENT.  OD 

The  actual  emphasis  upon  historical  studies  of  education  is  much  greater  than 
is  indicated  by  the  statement  as  to  space  occupied,  for  almost  every  educational 
institution  or  movement  is  considered  in  its  historical  development.  For  ex- 
ample, a  comprehensive  sketch  of  all  the  State  teachers'  associations  is  given 
(XIV,  XV),  discussing  their  origin,  growth,  and  present  condition;  a  similar 
sketch  of  normal  schools  occupies  a  fourth  of  a  volume  (XVII).  Discussions 
of  foreign  education,  often  historical,  occupy  one-fourth  of  all  the  space  in  this 
series,  German,  British,  and  French  leading  in  the  order  named,  but  Holland, 
Canada,  Sardinia,  Norway,  Sweden,  Belgium,  and  Greece,  as  well  as  less  im- 
portant countries,  not  being  forgotten.  These  studies  derived  their  actual  value 
from  the  fact  that  they  were  usually  translations  of  standard  works  or  of  official 
reports.  Reports  of  official  visitors  appointed  to  study  various  national  systems 
of  education,  such  as  those  of  Cousin,  Stowe,  and  Bache,  are  given  much  atten- 
tion (Vols.  VII,  IX).  Every  phase  of  education  in  foreign  countries  was  treated* 
comprehensively  by  the  publication  in  the  same  or  succeeding  volumes  of  all 
material  which  could  be  collected  from  all  the  countries  bearing  upon  the  sub- 
ject under  discussion,  thus  rendering  comparisons  possible.  Examples  which 
may  be  noted  are  the  treatment  of  defectives  (III,  IV)  ;  technical  schools 
(VII-X)  ;  military  and  naval  schools  (XII-XIV)  ;  universities  (XXIV,  XXV, 
XXVII,  XXVIII). 

The  larger  phases  of  State  and  national  school  administration  are  usually  pre- 
sented with  a  historical  background.  Method  and  management  include  a  long 
series  of  extracts  from  a  book  for  young  teachers,  model  lessons  from  foreign 
schools,  extended  descriptions  of  the  work  of  Pestalozzi,  the  Mayos  and  Wilder- 
spin,  and  long  quotations  from  Diesterweg's  Wegweiser;  of  small  devices  and 
ready-to-use  material  there  is  little  or  none.  School  architecture  is  given  a 
consistent  treatment  of  several  hundred  pages ;  plans,  measurements,  and  draw- 
ings being  comprised  in  these  articles.  A  description  of  playground  apparatus 
(Vols.  IX  and  X)  is  exceedingly  complete,  and  the  excellent  accompanying 
illustrations,  but  for  the  dress  of  the  children,  might  almost  be  taken  for  a 
representative  approved  equipment  of  the  present  day. 

The  entire  content  is  high-class;  less  than  10  per  cent  of  it  is  of  the  type 
which  journals  popular  with  teachers  have  made  most  prominent.  Its  circula- 
tion was  always  small,  among  practical  teachers  negligible,  and  there  is  little 
evidence  of  direct  influence  upon  more  extensively  circulated  school  periodicals, 
except  perhaps  in  the  case  of  articles  upon  school  architecture.  Its  influence 
was  exercised  through  educational  leaders;  it  became,  as  its  editor  designed, 
an  encyclopedia  of  education,  or'a  repository  of  such  educational  literature  as 
had  lasting  value,  and  especially  through  its  translations  made  first-hand 
acquaintance  with  influential  European  leaders  possible.  The  following  sum- 
mary by  D.  C.  Gilman  characterizes  its  rank  in  educational  literature: 

It  now  comprises *  24  octavo  volumes,  including  in  all  some  20,000  pages,  illus- 
trated by  125  portraits  and  800  cuts  representing  school  buildings.  Dr.  Hodg- 
son, a  distinguished  professor  in  the  University  of  Edinburgh,  has  recently  re- 
marked that  this  publication  "  really  contains,  though  not  in  continuous  form, 
a  history,  and  it  may  be  said,  an  encyclopedia  of  education."  It  is  the  best  and 
only  general  authority  in  respect  to  the  progress  of  American  education  during 
the  past  century.  It  includes  statistical  data,  personal  reminiscences,  historical 
sketches,  educational  biographies,  descriptions  of  institutions,  plans  of  buildings, 
reports,  speeches,  and  legislative  documents.  *  *  *  The  comprehensiveness 
of  this  work,  and  its  persistent  publication  under  many  adverse  circum- 
stances, at  great  expense  by  private  and  almost  unsupported  exertions,  entitle 
the  editor  to  the  grateful  recognition  of  all  investigators  of  our  systems  of 


»No.  Amer.  Rev.,  1876,  Vol.  122,  193. 


56 


EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 


instruction.  He  has  won  a  European  reputation  by  this  journal,  and  in  our 
country  will  always  be  an  indispensable  guide  and  companion  to  the  historian 
of  education. 

The  original  plates  of  Dr.  Barnard's  complete  works,  in  danger  of  being  de- 
stroyed,1 were  saved  by  the  formation  of  the  Henry  Barnard  Publishing  Co.,1 
of  which  Mr.  C.  W.  Bardeen  became  the  publishing  agent;  thus  the  American 
Journal  of  Education  has  been  continued  in  print. 

Growing  importance  of  secondary  education  called  into  being  several  period- 
icals devoted  wholly  or  in  part  to  that  field  and  the  serious  study  of  general 
educational  problems.  College  Courant,  a  college  and  secondary  school  maga- 
zine, had  been  published  from  1867  to  1874.  Such  publications  were  numerous 
in  Germany,  but  "  Education  "  (1880-)  3  in  announcing  its  aims,  stated  that  there 
was  no  such  journal  in  England  or  America,  though  a  demand  seemed  to  exist 
for  such  a  review  of  education.  The  Academy  (1886-1892),  School  and  College 
(1892),  and  the  School  Review  (1893-),  form  a  series  devoted  to  secondary 
education.  The  Educational  Review  (1891-),  "a  journal  of  the  philosophy  of 
education,"  and  the  Pedagogical  Seminary  (1891-),  "an  international  record  of 
educational  literature,  institutions,  and  progress,"  complete  the  list  of  periodicals 
established  before  1900  which  can  fairly  be  grouped  with  the  two  earlier  series 
just  discussed  and  together  be  called  "  educational  periodicals  "  perhaps,  in  con- 
trast to  "  school  journals,"  which  is  the  name  usually  applied  to  the  multitude  of 
journals  designed  for  more  general  circulation.  Of  the  700  or  more  periodicals 
devoted  to  education,  this  little  group  includes  all  which  one  may  with  confidence 
look  for  either  in  general  or  local  libraries.  No  extended  discussion  of  these 
will  be  given.  The  Pedagogical  Seminary  was  highly  specialized,  devoting 
two-thirds  of  its  space  to  scientific  child  study,  contributed  by  teachers  and 
students  of  Clark  University,  or  quoted  from  foreign  studies  upon  similar  sub- 
jects. To  the  foregoing  group  might  be  added  the  Journal  of  Pedagogy  (1887), 
but  its  content  showed  no  uniformity  of  interests  after  the  first  few  years  of 
its  career. 

The  following  tabular  analysis  of  content  shows  the  principal  fields  to  which 
the  others  of  this  group  devoted  attention.  Aside  from  the  specializing  ten- 
dencies of  those  devoted  to  secondary  education,  and  the  greater  emphasis  upon 
principles  and  philosophy  in  their  general  content,  the  most  conspicuous  elements 
present  in  these,  but  absent  from  the  usual  school  journal,  were  studies  of  foreign 
education  and  of  the  history  of  education. 

Table  5. — Character  of  the  material  in  the  school  journals. 


Name  of  periodical. 


American  Journal  of  Education,  American 
Annals  (1826-1839) 

American  Journal  of  Education  (Barnard) 
(1855-1881) 

Education  (1880-1900) 

Academy  (1886-1892) 

Educational  Review  (1891-1900) 

School  Review  (1893-1899) 


Secondary 
education. 


Per  cent. 
3 

2 
11 


Foreign 
education. 


Per  cent. 


History  of 
education. 


Per  cent. 


Various 
phases  of 
education 
not  pre- 
viously in- 
cluded. 


Per  cent. 


Current  and 
miscella- 
neous. 


Per  cent. 


»Ed.   Rev.,   1892,   III,   409-410. 

"W.  S.  Monroe's  Ed.,  Labors  of  Henry  Barnard,  29. 

•Education,  I,  88-89. 


SPECIALIZATION  OF   CONTENT.  57 

Table  6.— Method  material  according  to  high-school  subjects. 


Name  of  per  odical. 

English. 

History. 

Latin- 
Greek. 

Modern 

lan- 
guages. 

Mathe- 
matics. 

Science. 

American  Journal  of  Education,  Annals 
(1826-1839) 

Per  cent. 
5 

42 
48 
44 
42 
32 

Per  cent. 
22 

Per  cent. 
63 

34 
20 
18 
14 
27 

Per  cent. 
10 

Per  cent. 

Per  cent. 

Barnard's  American  Journal  of  Education 
(1853-1881) 

16 
4 
6 

8 
8 

8 

Education  (1880-1899) 

12 

8 

15 

9 

4 
10 

7 
4 

10 

The  Academy  (1886-1892) 

14 

Educational  Review  (1891-1899) 

14 

School  Review  (1893-1899) 

20 

Table  7. — Per  cents  of  foreign  studies  devoted  to  English,  French,  and  German 

education,  respectively. 


Name  of  periodical. 


American  Journal  and  Annals  (1S26-1839) 

Barnard,  American  Journal  of  Education  (1855-1881) 

Education  (1880-1899) 

Academy  (1886-1892) 

Educational  Review  (1891-1899) 

School  Review  (1893-1899) 


English. 

French. 

Per  cent. 

Per  cent. 

34 

18 

40 

17 

49 

7 

8 

16 

25 

21 

34 

22 

German. 


Per  cent. 
48 
43 
46 
76 
54 
44 


Two  of  the  characteristic  items  in  the  content  of  these  journals  are  their 
Studies  of  high-school  subjects  and  of  foreign  education.  A  table  is  given  which 
indicates  the  comparative  emphasis  upon  each  of  the  high-school  subjects, 
and  another  table  shows  the  relative  importance  of  studies  of  English,  French, 
and  German  education  in  this  group  of  periodicals. 

Periodical  substitutes  for  the  school  reader,  while  hardly  to  be  classed  as 
periodicals  for  teachers,  often  contained  much  material  for  teachers,  and  so 
merit  brief  notice,  though  no  attempt  is  made  to  discuss  them  fully.  It  has 
been  shown  that  the  earliest  school  journals  apparently  developed  from  some- 
thing much  resembling  children's  papers,  and  at  no  time  have  the  elements 
of  children's  papers  been  entirely  absent.  Papers  for  children  and  youth  were 
early  quite  numerous  in  the  United  States ;  papers  like  the  Youths'  Companion 
and  less  successful  publications  of  the  same  class  were  doubtless  used  in  school, 
though  not  classed  as  school  papers.  As  early  at  least  as  1846  important  efforts 
were  made  to  provide  such  literature  specifically  devised  for  schoolroom  use. 
The  "  Student  and  Young  Tutor,  a  Family  Magazine  and  Monthly  School 
Reader,"  ■  beginning  in  1846,  uniting  with  a  similar  publication  called  "  School- 
mate," and  continued  as  "  The  Student  and  Schoolmate,"  announced  itself  as 
"A  monthly  reader  for  school  and  home  instruction,  containing  original  dia- 
logues, speeches,  biography,  history,  travels,  poetry,  music,  science,  anecdotes, 
problems,  puzzles,  etc."  The  editor  deplored  the  scarcity  of  good  oral  readers, 
and  suggested  as  a  cause  the  necessity  of  reading  over  and  over  the  same 
leading  books,  and  cites  the  fact  that  when  schoolbooks  are  changed  a  month 
of  interesting  reading  follows.  The  use  of  story  papers  in  class,  it  was  said, 
usually  resulted  in  disorder  unless  each  pupil  was  supplied.  The  content 
of  a  typical  volume*  is  sufficiently  indicated  in  the  quotation  given,  though 
the  following  subjects  of  "original  dialogues"  give  a  fairly  good  suggestion 
as  to  their  character :  "  The  Study  of  History,"  "  Getting  Lessons  by  Heart," 
"  The  Schoolmaster  in  Search  of  a  Situation."  About  25  pages  of  each  volume 
are  addressed  to  the  teacher.    This  periodical  had  an  extensive  school  circula- 


1  Vol.  I,  2. 


»  Vol.  I. 


58  EDUCATIONAL  PEKIODICALS  IN  NINETEENTH   CENTURY. 

tion  during  several  years.  N.  A.  Calkins  and  It.  A.  Phippin  were  its  chief 
editors. 

The  School  Herald,  Chicago  *  (lSSl-1895?),  devis&d  for  use  as  a  school  reader, 
devoted  a  tenth  of  its  space  to  book  reviews  and  declamations  and  the  rest  to 
current  events,  accompanied  by  questions  and  sometimes  excellent  devices  to 
stimulate  interest  in  their  geographical  and  historical  aspects.  Another  of  the 
same  class,  "  School  and  Home  "  2  (St.  Louis,  1884-1900),  provided  reading  exer- 
cises according  to  the  grades  of  the  public  school.  This  publication,  as  well 
as  others  of  the  same  class,  was  more  or  less  officially  adopted  by  several  school 
boards.8  The  St.  Louis  city  board  contracted  for  50,000  copies  annually  during 
several  years,  making  the  superintendent  responsible  for  the  character  of 
advertising.4 

The  foregoing  may  serve  to  indicate  the  character  of  the  better  supplementary 
reader  periodicals.  All  were  illustrated,  often  abundantly  and  well.  They 
seemed  to  meet  a  very  real  need,  but  difficulties  concerning  advertising,  and  the 
impossibility  of  furnishing  good  content  in  reasonable  form  at  lowest  prices, 
caused  them  to  give  place  to  other  forms  of  supplementary  reading. 

The  supplementary  reader  school  journal  in  the  large  cities  had  something 
of  the  nature  of  a  local  school  organ.  Many  local  school  papers  have  been 
conducted  by  superintendents  and  teachers  of  city  schools.  As  a  statement  of 
the  aims  of  these  the  following  from  the  Buffalo  School  Journal6  is  typical: 
"  Devoted  to  the  schools  of  Buffalo,  to  foster  and  extend  feeling  in  favor  of 
education,  and  a  higher  plane  of  intellectual  culture  *  *  *  to  be  the  medium 
between  pupils  and  teachers."  In  the  larger  cities  teachers  and  associations 
of  teachers  have  conducted  periodicals,  with  a  large  local  circulation :  "  The 
Teacher  "  *  and  "  School  "  7  of  New  York  may  be  cited  as  examples.  In  smaller 
cities  the  career  of  such  publications  was  usually  brief.  •The  content  of  such 
journals  varied  widely;  some  in  the  large  cities  were  excellent;  usually  in 
small  cities  they  contained  much  "  gossip  "  and  unimportant  material. 

The  first  kindergarten  periodical  was  the  Kindergarten  Messenger,  established 
by  Elizabeth  Peabody,  1874.  New  Education,  edited  by  W.  N.  Hailmann ;  the 
American  Kindergarten  Magazine,  by  Emily  Coe;  the  Kindergarten  Magazine 
("Kindergarten")  of  Chicago,  and  the  Kindergarten  Review,  published  by  the 
Milton  Bradley  Co.,  complete  the  list  of  kindergarten  periodicals  established 
before  1900.  The  second  of  these  had  as  its  purpose  "  Devoted  to  kindergarten 
culture  and  educational  hygiene  in  home '  and  school ; "  the  fourth  had  as  its 
motto  "The  kindergarten  free  to  all  children."  The  first  two  of  these  are 
characterized  by  the  large  amount  of  material  directly  from  Froebel's  writings. 
Considering  the  forty-odd  volumes  issued  before  1900,  kindergarten  periodicals 
are  in  their  content  extremely  if  not  narrowly  true  to  their  cause,  no  less  than 
80  per  cent  of  their  space  being  given  to  kindergarten  interests.  With  one 
unimportant  exception  no  other  educational  periodicals  have  been  so  completely 
specialized.  W.  N.  Hailmann  apparently  wrote  about  half  of  the  content  of  the 
little  periodical  which  he  edited;  and  Dr.  Harris  and  others  contributed  several 
articles,  but  90  per  cent  of  the  material  was  furnished  by  women  writers; 
Elizabeth  Peabody,  Marie  Krause-Boelte,  Fr.  Marienholz-Bulow,  Lucy  Wheelock, 
Emilie  Poulson,  Susan  Blow,  Mary  D.  Rogers,  Amalie  Hofer,  and  Alice  Putnam 
being  among  the  chief  contributors.  Many  of  the  articles  were  well  written, 
and  while  the  kindergarten  idea  was  new  they  were  quoted  in  nearly  all  classes 
of  school  journals. 

1  School   Herald,   I-X.  *  1877,    I,    4. 

2  School  and  Home,  I-XVI.  •  The  Teacher,  1S88-. 
8  Ibid,   III,   13,   239,    1886.  •  School,  1889-. 

<St.  Louis  City  Sch.  Rep.,  1896-97,  25. 


SPECIALIZATION   OF   CONTENT.  59 

The  first  distinctively  primary  school  journal  was  the  Primary  Teacher,1 
Boston,  continued  with  slightly  varying  title.  Its  self-stated  aim  was  to  reach 
the  most  numerous  and  hard-working  class  of  teachers  with  material  not  "  over 
their  heads."  The  field,  it  is  stated,  was  unoccupied,  a  fact  which  is  well  con- 
firmed by  the  enormous  circulation  of  the  method  and  device  journals  which 
developed  in  the  same  class,  while  the  circulation  gains  of  all  other  classes  of 
school  periodicals  little  more  than  kept  pace  with  the  increased  number  of 
teachers.  Established  later,  but  belonging  to  the  same  class,  are  the  Practical 
Teacher  (Chicago),  Educational  Gazette  (Rochester),  Intelligence  (Chicago), 
Normal  Instructor,  Primary  School,  Popular  Educator,  and  Teachers'  Institute. 
Taken  as  a  class  in  which  individuals  show  considerable  variation,  these  jour- 
nals when  analyzed  show  the  following  content : 

Per 
cent. 

Method  and  device  in  common-school  subjects 48 

Exercises  for  special  days,  and  stories 12 

Questions,  especially  for  examination 4 

Various  educational  subjects  not  before  included 18 

Current  and  miscellaneous  (not  professional) 18 

With  few  exceptions  reading  is  given  most  attention,  followed  by  arithmetic, 
elementary  science,  drawing,  geography,  and  language.  Shifting  emphasis  was 
apparent ;  during  the  five  years,  1895-1899,  spelling  and  grammar  received  very 
little  attention,  while  nature  study  perhaps  occupied  as  much  attention  as  any 
other  three  subjects,  though  much  of  what  was  written  under  that  name  could 
properly  be  classed  elsewhere.  A  large  part  of  the  method  and  device  material 
was  entirely  ready  to  use  for  ""clipped"  lessons,  stencil  drawings,  elliptical 
sentences  to  be  completed,  lists  of  drill  examples  in  arithmetic  and  ready-made 
busy  work  of  great  diversity  of  value.  The  presence  of  so  much  dissected  and 
fragmentary  material,  it  has  been  indicated,  aroused  no  small  degree  of  unfavor- 
able notice  from  the  older  journals,  which  were  not  ready  to  recognize  the  use  of 
such  direct  though  often  crude  methods  of  aiding  the  common-school  teacher; 
the  chapter  on  circulation  shows  that  those  were  the  things  apparently  which 
teachers  of  children  called  for;  and  the  study  of  content  of  the  unspecialized 
journals  shows  that  as  a  class  all  increased  the  amount  of  such  material 
published. 

Educational  Notes  and  Queries  (1875-1881),  Salem,  Ohio,  modeled  after  an 
English  publication  of  similar  name,  was  not  strictly  a  school  journal,  but  its 
content  represents  very  well  the  material  found  in  the  query  departments  of 
many  of  the  school  journals  until  quite  recently.  Arithmetic  tending  toward 
the  catch  question  type,  and  grammar  usually  involving  difficult  or  debatable 
syntactical  points,  form  half  of  the  content.  Among  the  miscellaneous  queries 
constituting  the  other  half,  the  peculiar  or  wonderful,  and  phenomena  or  ex- 
periments involving  elementary  science  principles,  predominate.  The  follow- 
ing illustrations  are  typical  both  of  this  periodical  and  the  query  departments  of 
others : 

What  is  the  possessive  form  of ? 

The  wind  blows  cold.     Parse  cold. 
I  am  free ;  he  is  not  so.  Parse  so. 

Solve  the  following  equation 

What  animal  walks  on  its  head  ? 

Are  .geese  asleep  when  they  shut  their  eyes  during  a  rainstorm? 

What  is  meant  by  Russian  nihilism? 

What  is  the  origin  of  Hobson's  choice? 

A  man  was  born  in  1800.     In  what  century  was  he  born? 

What  were  the  last  words  of ? 


1  Primary  Teacher,  1877,   I,  1. 


60  EDUCATIONAL  PERIODICALS  IX  NINETEENTH   CENTURY. 

Several  efforts  to  specialize  in  the  interests  of  teachers  of  various  subjects  may 
be  noted.  For  school  music  teachers  the  Educational  Herald  and  Musical 
Monthly  (1857),  School  Music  Journal  (1885),  and  the  School  Music  Monthly 
(1900)  for  supervisors  were  conducted,  the  last  still  being  published.  The 
Journal  of  School  Geography  (1897),  "devoted  to  the  interests  of  the  common- 
school  teacher  of  geography,"  was  highly  specialized,  its  principal  contributors 
being  connected  with  the  universities.  The  Manual  Training  Magazine  (1899) 
in  its  earlier  volumes  gave  approximately  four-fifths  of  its  attention  to  man- 
ual training.  Mind  and  Body  (1894)  and  the  American  Physical  Education 
Review  (1896),  the  former  influenced  strongly  by  German  gymnastics,  the  latter 
giving  much  attention  to  athletics,  were  devoted  to  physical  education. 

The  Journal  of  Industrial  Education  (1886),  which  gave  considerable  atten- 
tion to  manual  training  and  household  arts;  the  Directors'  Round  Table  (1894), 
the  School  Commissioner  (1892),  and  the  County  Superintendent  (1899),  un- 
supported because  of  the  limited  number  of  probable  subscribers  and  "  because 
county  superintendents  have  never  been  in  the  habit  of  paying  for  school 
journals";  and  the  School  Laboratory  (1871),  whose  subscription  list  extended 
to  "  Oxford,  Vienna,  and  Yokohama  but  with  little  density,"  all  represent  short- 
lived attempts  to  specialize  in  a  field  which  soon  proved  too  small.  The 
American  School  Board  Journal  (1890)  occupies  approximately  three-fourths  of 
its  space  with  matters  of  interest  to  school  boards  and  superintendents;  the 
remainder  is  filled  with  miscellaneous  school  subjects,  school  news,  school  car- 
toons, and  a  page  of  well-selected  school  anecdotes.  The  Journal  of  School  Phy- 
siology, which  began  as  "  Scientific  Temperance,"  contained  little  but  material 
related  to  teaching  the  effect  of  the  use  of  narcotics,  and  considerable  contro- 
versial material  upon  the  same  subject.  It  later  resumed  its  original  name, 
which  more  truly  represented  its  content.  The  Child  Study  Monthly  (1895-) 
and  the  Journal  of  Adolescence  (1900),  the  two  later  united,  indicate  clearly 
enough  by  their  titles  both  their  purpose  and  content  as  part  of  the  child  study 
movement.  Educational  Foundations  (1889-  )  stated  its  purpose  as  "not  a 
paper  of  methods  and  devices,  not  a  newspaper,  not  a  mere  review  of  education," 
but  designed  to  be  "  A  textbook  for  the  professional  teacher,  for  normal  school 
training  classes,  reading  circles,  teachers'  institutes,  and  home  study."  Its  con- 
tent, in  addition  to  the  uniform  questions  of  the  New  York  State  department  of 
education,  included  extracts  from  many  of  the  educational  books  used  in  the 
reading  circles  of  various  States. 

The  Amerikanische  Schulzeitung *  proposed  to  advance  the  interests  of  German 
language  teaching  and  the  welfare  of  German  teachers,  promote  German  methods 
of  developmental  teaching,  and  "To  get  rid  of* prison-like  discipline,  dry  text- 
book instruction,  insufficient  salaries  of  teachers,  and  the  foolish  annual  elec- 
tions of  the  teaching  force."  A  few  other  journals  of  restricted  circulation  were 
conducted  to  aid  in  teaching  foreign  languages,  e.  g.,  Germania  (1889),  Etudiant 
(1896-  ).  El  Educador  Popular  (1S73-  )  was  a  typical  school  journal  of  the 
time,  differing  chiefly  from  others  in  being  conducted  in  Spanish. 

Between  1880  and  1900r  especially  in  the  Central  Southern  and  Western 
States,  a  host  of  school  papers  were  published  by  normal  schools.  These  varied 
from  mere  advertising  sheets  and  papers  of  the  local  college  type  to  very  effec- 
tive teachers'  periodicals.  Most  of  those  the  writer  has  examined  were  made 
up  chiefly  of  local  or  personal  items,  notes  of  school  contests  and  "events," 
commencement  addresses,  "  original "  essays  or  stories  by  students,  and  other 
material  of  no  professional  significance.  A  few,  however,  specialized  to  meet 
the  needs  of  former  students,  contained  excellent  articles  usually  written  by 

»1873,  iv,  8. 


SPECIALIZATION  OF  CONTENT.  61 

members  of  the  teaching  staff;  these,  circulated  among  students  formerly  in 
attendance,  had  increased  probability  at  least  of  being  read  because  of  per- 
sonal acquaintance  with  the  author.  No  attempt  has  been  made  to  list  such 
periodicals,  but  several  have  been  found  which  compare  not  unfavorably  with 
their  contemporaries  among  teachers'  papers  and  doubtless  for  short  times  per- 
formed as  good  service.  (As  examples  are  cited:  Normal  Journal,  Fort  Scott, 
Kans.,  1885;  Educational  Extension,  Ypsilanti,  1897-1899.) 

It  may  perhaps  be  worth  while  to  discuss  at  this  point  certain  features  of 
German,  French,  and  English  educational  periodicals  as  exhibited  during  the 
last  10  years  of  the  century ;  a  further  treatment  of  the  same  subject  is  given 
in  the  chapter  on  circulation.  The  rigid  distinction  between  types  of  schools 
in  the  first  two  of  these  countries  led  to  earlier  and  more  extensive  specializa- 
tion in  the  field  of  secondary  education,  about  15  journals  being  devoted  to  this 
work  in  Germany  and  half  as  many  in  France.  Some  of  these  were  designed 
to  promote  the  interests  of  certain  types  of  schools,  as  Das  Humanistische 
Gymnasium  and  Zeitschrift  fur  das  Gymnasialwesen  for  the  Gymnasium; 
Padagogische  Archiv  for  the  Realschule ;  La  Revue  Internationale  de  l'Enseigne- 
ment;  Revue  Universitaire  containing  practical  material  for  teachers  in  the 
Lycee  and  L'Enseignement  Secondaire  des  Jeunes  Filles.  In  England  may  be 
noted  the  Educational  Times  and  Journal  of  the  College  of  Preceptors  and  the 
Preparatory  School  Review. 

In  general  the  tendency  to  specialize  according  to  subjects  of  the  curriculum 
was  most  marked  in  Germany,  there  being  not  fewer  than  20  such  journals 
during  this  period.  Some  of  these  emphasized  especially  certain  methods,  as  in 
the  case  of  Phonetische  Studien,  by  Dr.  Vietor,  which  gave  much  attention  to 
direct  methods  of  teaching  foreign  language;  others  were  occupied  with  more 
varied  aspects  of  the  subject  of  major  interest;  as  the  Zeitschrift  fur  Mathe- 
matische  und  Naturwissenschaftliche  Unterricht.  In  addition  to  such  speciali- 
zations there  was  a  periodical  devoted  to  school  hygiene  (Archiv  fur  Schulges- 
undheitspflege)  ;  one  for  school  inspectors  (Der  Rektor)  ;  several  in  the  interest 
of  the  education  of  women  and  girls  (e.  g.,  Zeitschrift  fiir  Weibliche  Bildung, 
Die  Madschenschule)  ;  one  containing  discussions  of  school  law  and  its  changes 
(Schulgesetzsammlung)  ;  one  devoted  to  continuation  schools  (Die  Fortbildungs- 
schule)  ;  one  to  manual  work  for  boys  (Knabenhandarbeit)  ;  one  to  gymnastics 
and  pla^y  (Turn  und  Jugendspiel)  ;  one  to  the  training  of  teachers  in  normal 
schools  (Lehrerbilduug)  ;  besides  a  dozen  representing  as  many  other  educa- 
tional interests. 

Official  periodicals  were  important  in  Germany  and  France.  Corresponding 
to  the  centralized  administration,  there  were  the  Bulletin  Administratif 
(France)  and  the  Zentralblatt  fiir  die  gesamte  Unterrichtsverwaltung  (Prussia), 
representing  the  ministers  in  control  of  education,  for  which  of  course  no  counter- 
parts could  be  found  in  the  United  States.  The  Revue  Pedagogique,  sent  to  all 
who  participated  in  administering  elementary  education  in  France,  was  the 
organ  of  the  unique  Mus£e  Pedagogique,  of  Paris.  Local  official  educational 
journals,  "  Bulletins  de  l'lnstruction  Primaire,"  containing  news  items,  method 
suggestions,  and  official  notes,  were  issued  by  the  academy  inspectors  of  France 
for  each  "  department,"  the  administrative  unit ;  German  official  local  journals 
issued  under  similar  auspices  were  of  like  content. 

Other  striking  features  in  khe  study  of  foreign  educational  periodicals  are 
the  large  number  devoted  to  religious  instruction  in  Germany;  the  number  in 
the  same  country  occupied  with  scientific  pedagogy,  educational  theory,  and  the 
history  of  education,  11  being  mentioned  by  Lexis ; '  the  prominence  of  volun- 

»  Lexis :  Unterrichtswesen,  Vol.  Ill,  189. 


62  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

tary  organizations  in  maintaining  school  journals,  especially  in  England;  ami 
the  general  fact  that  in  spite  of  greater  stability  of  such  periodicals  in  some 
of  these  countries,  very  few  have  been  published  longer  than  have  similar 
periodicals  in  the  United  States. 

By  way  of  summarizing  this  discussion  of  educational  periodicals  which  de- 
part radically  from  the  usual  type,  it  may  be. noted  that  a  few  in  this  country 
were  conspicuous  for  their  emphasis  of  serious  studies  of  foreign  schools, 
higher  education,  and  the  history  of  education;  since  18S0  method  and  device 
papers  have  been  an  important  group ;  a  few  served  exclusively  the  interests  of 
the  kindergarten;  one  devoted  to  school  board  affairs  was  able  to  maintain 
itself.  In  addition  to  these  there  were  many  interesting  attempts  at  specializa- 
tion in  fields  that  were  manifestly  too  small  to  admit  of  support.  The  numerous 
attempts  at  specialization  of  interests  near  the  close  of  the  century  showed  the 
tendency,  manifested  slightly  earlier  in  Germany  and  to  some  extent  in  France, 
toward  the  development  of  an  organ  devoted  to  each  school  subject,  each  grade 
and  type  of  school,  and  each  department  of  the  scientific  study  of  education. 


Chapter  VI. 
A  STUDY  OF  CONTENT. 


In  order  to  determine  the  important  elements,  and  the  changes  in  content 
characteristic  of  unspecialized  school  journals,  an  extensive  study  was  made 
of  the  "  State  group."  The  specialized,  higher,  and  method  and  device  periodicals 
have  already  been  considered ;  the  group  classed  as  miscellaneous  agrees  in  the 
main  in  its  tendencies  with  contemporary  journals  of  the  local  group.  The 
method  used  in  arriving  at  quantitative  estimates  of  the  division  of  content 
among  various  fields  will  be  first  described. 

After  examination  of  about  100  annual  volumes  representing  widely  separated 
periods  and  diverse  interests,  it  was  found  that  all  subjects  discussed  in  educa- 
tional periodicals  could  be  included  under  the  classifications  outlined  and  ex- 
plained in  the  following: 

1.  Administration: 

(a)  National — Indian  education,  military,  naval  education. 

(b)  State  and  general. 

(c)  The  State  superintendents,  laws. 

(d)  City. 

(e)  School  boards. 

(f)  Compulsory  attendance,  attendance. 

(g)  Religion  as  a  controversial  matter  in  school  affairs. 
(h)  School  libraries. 

(i)    Textbooks — free,  uniform,  general  except  as  to  use  in  teaching. 

2.  Physical  relations: 

(a)   School  buildings,  equipment,  sites,  decoration. 

(6)   School  hygiene — ventilation,  heating,  lighting,  school  diseases. 

(c)  Play  and  playgrounds. 

(d)  Physical  education,  exercises,  drills. 

3.  School  management: 

(a)   General  phases. 
(&)   Discipline. 

(c)   The  recitation,  questioning,  examination,  and  study,  as  treated  upon 
the  plane  of  school  management. 

4.  Grade  method : 

(a)   General,  including  devices,  "busy  work,"  illustrative  material. 

(6)  Arithmetic. 

(c)  Drawing. 

(d)  Geography. 

(e)  Grammar. 

(f)  Language. 

(g)  History. 
(h)   Music, 
(i)  Reading. 

(;)   Science,  including  nature  study  and  physiology, 
(fc)   Spelling,  simplified  or  reformed  spelling. 

(7)  Writing. 

5.  Moral  and  religious  instruction: 

(a)  Moral  lessons. 

(6)  Temperance  instruction. 

(c)  The  Bible  and  religion. 

6.  The  high  school  (academies)  : 

(a)  General  phases. 

(b)  English. 
<c)  History. 

63 


64  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTUBY, 

6.  The  high  school   (academies) — Continued 

(d)  Latin  and  Greek. 

(e)  Modern  languages. 

(f)  Mathematics. 
{g)  Science. 

7.  Foreign  education: 

(a)  English. 
(&)  French. 

(c)  German. 

(d)  All  others,  Including  brief  notices  of  the  foregoing. 

8.  History  or  philosophy  of  education,  psychology. 

9.  Minor  classified  educational  topics. 

(a)  Coeducation,  the  education  of  women. 
(&)  Colleges  and  universities. 

(c)  The  curriculum. 

(d)  Defectives,  the  blind,  mutes,  feeble-minded,  incorrigibles. 

(e)  The  education  of  Negroes. 

(f)  The  kindergarten. 

(g)  Infant  schools. 

(Ji)  The  rural  school,  as  specifically  a  problem, 
(i)  Teachers — 

I.  General  topics. 
II.  Qualifications. 

III.  Examinations  and  certificates,  except  lists  of  questions. 
IV.  Salaries. 
(;')  Parents'  relations  to  school. 
(k)  Normal  schools. 

(I)  Manual  or  industrial,  including  manual  training  and  all  related  to 
industrial  education. 

10.  General  unclassified  material  upon  education.    In  this  list  fall  a  majority 

of  "  addresses,"  much  material  designed  to  promote  an  interest  in 
schools,  considerable  reminiscently  historical  content,  a  priori  discus- 
sions of  the  nature  of  men  and  the  mind,  brief  quotations  from  educa- 
tional philosophers,  and  such  other  productions  dealing  with  education 
as  do  not  lend  themselves  to  the  other  classifications  adopted. 

11.  Literary  material  ready  for  school  use,  including  stories,  supplementary 

reading,  exercises  for  "  special  day  "  programs. 
%2.  Questions  and  answers,  including  notes  and  queries,  and  examination 
questions. 

13.  Current  educational  news  and  notes : 

(a)   Scrappy  book  reviews  and  notices. 
(&)  Editorial  news  and  comments. 

(c)   School  news,  including  general  "school  intelligence,"  county  notes, 
personals,  and  "  gossip." 

(d)  Reports  of  associations — 

(I)  National. 
(II)   State. 
(Ill)   Others. 

(e)  Local  institutes  and  reading  circles. 

14.  Miscellaneous  noneducational  items  including  science  notes,  court  events, 

brief  biographies,  jokes,  poetry,  "  scraps,"  and  space  devoted  to  the 
promotion  or  discussion  of  the  periodicals'  own  interests. 

It  is  readily  apparent  that  many  articles  could  reasonably  be  placed  in 
either  of  two  divisions.  The  plan  adopted  with  such  material  was  to  place  it 
in  the  group  which  seemed  to  include  its  main  purpose.  Thus  the  few  items  con- 
cerning university  athletics  were  placed  under  "  college  and  university  "  rather 
than  physical  education,  as  they  were  usually  presented  as  a  college  problem. 
"  Teaching  primary  reading  in  a  rural  school "  was  placed  under  method  rather 
than  "  rural  school,"  since  rural  or  urban  setting  usually  had  nothing  to  do 
with  devices  proposed.  In  such  a  study  individual  judgment  with  changing 
standards  is  involved  to  a  considerable  degree ;  in  order  to  test  the  constancy  of 
the  divisions  as  used,  many  volumes  were  reclassified  at  intervals  of  several 
months  and  a  year  or  more;  in  no  important  detail  was  variation  apparent, 
which  indicates  that  the  subject  divisions  employed,  whether  the  most  logical 


A  STUDY  OF   CONTENT. 


65 


and  scientific  or  not,  were  at  least  constant  during  the  time  devoted  to  the  esti- 
mates. 

The  study  of  this  group  of  periodicals  involved  examination  of  700  annual 
volumes  and  a  critical  analysis  of  500,  from  which  224  representative  volumes 
were  chosen  for  tabulation.  In  selecting  these  typical  volumes  great  care  was 
exercised  to  avoid  the  influence  of  local  or  temporary  conditions  and  special 
editions.  As  illustrations  of  such  modifying  circumstances  may  be  mentioned 
the  near  presence  of  a  world's  fair,  the  meeting  of  the  National  Education 
Association  in  a  new  State,  or  an  editor  in  Europe.  To  eliminate  minor  ten- 
dencies, five-year  periods  were  used,  as  in  -the  study  of  circulation  found  in  the 
next  chapter.  In  counting  space  the  octavo  page  was  used  as  a  unit,  allowance 
being  made  for  width  of  columns  and  size  of  types.  A  printed  form  which  in- 
cluded principal  topics  was  employed  to  facilitate  the  work;  minor  classifica- 
tions were  written  for  each  volume  and  each  article  entered  under  its  proper 
heading. 

The  accompanying  table  indicates-  by  five-year  periods  the  percentage  of 
space  given  to  each  of  the  14  main  topics  listed  and  explained  earlier  in  this 
chapter.  It  may  be  noted  that  attention  to  general  administration  rather 
steadily  declined  in  this  class  of  periodicals  as  school  systems  achieved  sta- 
bility. It  appears  also  that  grade  method  and  device  and  current  news  items 
relating  to  schools  or  teachers  have  increased  until  at  the  close  of  the  period 
they  constitute  more  than  half  of  the  total  content.  The  space  devoted  to 
examination  questions,  and  ready-prepared  material  for  special  days  and  sup- 
plementary reading  also  showed  an  increase.  The  four  items  just  named  in- 
clude two-thirds  of  the  content  during  the  last  five-year  period. 


Taule  8. — Contents  of  school  journals  of  the  State  group,  18^0-1899,  by  five- 
year  periods. 

[The  numbers  following  subjects  refer  to  the  paragraphs  in  succeeding  pages  which  describe  the  content 
of  each  classification.    For  list  of  periodicals,  see  (b)  of  bibliography.] 


Period. 

I 

1 

•a 
1 

o 
< 

CO 

§ 

•-J3 
a 

"3   . 

e 

°co 

I 

k 

c 
a 

i 

■ 

a 
« 

c 

o 

*! 

•of} 
ea     ^ 
—      >-1 

o3<2^ 

o 

o 

o 

CO 

e 

w 

03 
o 

O    . 
•Cn 
<p  w 

al 

o 

•  8? 

fjfc 

to~  o 

-SI 
9 

.2  a 

1*2  a 

o 

03  CO 

S.2~ 

>-  c3  © 

3 

i 

.2  © 

£^ 

©    CO 

p 

Art 

T3  co 

ill 
|l  g 

0 

co  08 

o  S 

si 

03  O 

si* 

1840-1844 

1845-1849 

1850-1854 

1855-1859 

1860-1864 

1865-1869 

1870-1874 

1875-1879 

1880-1884 

1885-1889 

1890-1894 

1895-1899 

P.ct. 
40 
18 
21 
13 
11 
15 
14 
14 
10 
11 
8 
5 

P.ct. 

3 

2 
1 
1 
2 
1 
1 
3 
1 

1 
1 

P.ct. 
6 
7 
5 
5 
6 
7 
5 
2 
6 
5 
5 
3 

P.ct. 
13 
11 
8 
10 
15 
13 
13 
13 
12 
16 
20 
21 

P.ct. 

3 
3 

2 

P.ct. 

...... 

1 

2 
1 
5 
2 
2 
2 
2 
3 

P.ct. 

1 

1 

1 
1 
1 
1 
...... 

1 

P.ct. 

...... 

1 

1 

..... 

1 
1 

2 
1 
3 

P.ct. 
5 

10 
9 
9 
8 
9 

12 
6 
8 
7 
7 
4 

P.ct. 
16 
17 
13 
16 
14 
12 
11 
11 
13 
11 
10 
9 

P.ct. 

1 

4 
2 
1 
7 
1 
,..„. 

...„. 

2 
8 

p.rt. 

1 

..... 

2 
4 
2 
1 
3 
3 
4 
6 
6 

P.ct. 
4 
14 
15 
24 
23 
29 
27 
31 
32 
29 
28 
30 

P.ct. 
7 
12 
17 
13 
5 
8 
9 
8 
11 
9 
8 
6 

Attention  will  now  be  given  to  the  character  of  the  material  inside  the  differ- 
ent classifications. 

1.    ADMINISTRATION. 


The  United  States  as  concerned  with  schools  is  chiefly  represented  by  a  few 
articles  upon  education  of  the  Indians,  military  education,  discussions  concern- 
ing the  Morrill  Act,  and  occasional  revivals  of  the  national  university  project. 
113783°— 19 5 


66  EDUCATIONAL  PERIODICALS   IN  NINETEENTH   CENTURY. 

Four-fifths  of  this  material  relates  to  State  laws  and  State  administration,  of 
which  State  school  officers  furnished  a  very  large  part.  Arguments  for  free  school 
systems  and  defense  of  systems  in  operation  form  a  large  part  of  the  contents 
in  the  earlier  periods,  the  work  of  school  officers  being  creative  as  well  as  regu- 
lative. Since  State  departments  of  education  have  usually  had  most  to  do  with 
rural  and  village  schools,  city  administration  is  not  an  important  element  of 
content.  Before  1850  reports  of  city  systems  in  Massachusetts,  New  York,  Penn- 
sylvania, and  Ohio  constituted  the  bulk  of  such  material;  specific  questions 
of  the  school  board,  compulsory  education,  books,  and  supplies  received  con- 
sideration, though  never  to  a  great  extent.  The  problems  of  retardation,  elimi- 
nation, and  the  various  defects  of  the  graded  system  received  increasing  though 
limited  attention  from  about  1870.  Religion  as  a  cause  of  controversy  in  school 
administration  constituted  one-fifth  of  1  per  cent  of  administrative  material,  or 
roughly  claimed  one  ten-thousandth  of  the  attention  of  readers  of  this  class  of 
journals  and  showed  a  decreasing  tendency. 

2.    PHYSICAL  RELATIONS. 

Discussions  of  school  architecture  and  school  furniture  occupy  about  half  of 
the  space  devoted  to  external  or  physical  conditions  of  education.  "  Model 
buildings "  accompanied  by  plans  and  specifications  are  common  since  1850. 
Physical  education  and  school  hygiene  receive  about  equal  attention,  the  former 
predominating  until  about.  1870  and  tending  to  disappear  since  that  time.  Over- 
work of  school  children  is  the  subject  of  sporadic  discussions  from  the 'first  but 
shows  a  reflection  of  the  serious  studies  of  fatigue  after  1890.  One  of  the  most 
widely  quoted  treatises  upon  any  subject  was  the  illustrated  series  of  Dr.  Dio 
Lewis,  descriptive  of  calisthenic  drills.  The  illustrations  were  excellent  for  the 
time  and  were  unusual  in  that  they  showed  how  the  drills  were  conducted. 
Between  1860  and  1870  these  were  used,  in  whole  or  in  part,  by  practically 
every  school  journal  published,  and  it  is  safe  to  assert  that  most  of  what  w;is 
known  by  common-school  teachers  of  that  period  concerning  gymnastic  exercises 
for  schools  came  from  this  source. 

3.    SCHOOL  MANAGEMENT. 

School  discipline  is  the  subject  of  a  third  of  all  management  discussions. 
Pupil  self-government  receives  considerable  attention  as  early  as  1856  (Indiana 
School  Journal  I).  .Corporal  punishment  never  entirely  disappears;  a  favorite 
illustration  or  shocking  example  being  the  list  of  punishments  invented  or  used 
by  the  "  German  Flogging  Master  "  of  the  eighteenth  century.  This  peculiar  gem 
illustrates  the  tendency  to  use  old  files  in  seeking  new  content ;  it  appears  in  all 
varieties  of  school  journals  since  1834  and  has  been  repeatedly  published  since 
1900.1  "  Motivation  "  was  an  important  subject  before  1880,  being  approached 
from  the  standpoint  of  "prizes'"  or  "incentives."  Management  phases  of 
questioning,  the  recitation,  examination,  and  study  became  less  important  as 
method  and  device  material  increased. 

4.    GRADE  METHOD. 

In  the  periods  before  1840  grade  method  had  been  represented  by  rather 
ponderous  articles  upon  all  the  school  subjects,  leaning  toward  philosophy  rather 

1  Levana,  ch.  156,  793.     The  original  is  from  Richter,  who  in  turn  quoted  it  from  the 
twelfth  quarterly  number  of  Padagogische  Unterhandlungen  fur  Erzieher. 
Chamberlain  :  The  Child,  388. 
r.agley  :  Classroom  Management,  125. 
Hall :  In  Pedagogical*  Seminary,  II,  82. 


A  STUDY  OF   CONTENT. 


67 


than  device ;  by  brief  quotations  from  newspapers,  and  by  material  from  Pesta- 
lozzi,  Lancaster,  Jacotot,  and  writers  upon  the  infant  school.  The  Pestalozzian 
content  declined  in  importance  very  perceptibly  until  its  revival  in  the  Oswego 
movement  and  object  teaching  (1860-1880).  N.  A.  Calkins'  articles  upon  the  use 
of  objects  in  teaching  were  universally  quoted.  The  changing  nature  of  method 
and  device  articles  is  well  stated  by  the  following  quotation  from  one  of  the 
ablest  writers  in  that  field  :  * 

As  a  rule  the  earlier  papers  on  methods  are  general  and  indefinite,  with  few 
details,  but  here  and  there  the  reader  finds  a  paper  that  opens  wide  windows 
into  what  is  properly  called  a  natural  method  of  primary  teaching — papers  that 
show  clear  vision  and  practical  knowledge.  The  more  recent  papers  on  methods 
abound  in  details,  showing  on  their  face  that  they  are  not  mere  theories  but 
are  delineations  of  actual  school  work. 

As  compared  with  earlier  material,  the  greatly  expanded  method  content  of 
the  last  five-year  period  may  be  characterized  as  eclectic  and  pragmatic.  The 
former  method  studies  tended  toward  systems  and  were  always  endeavoring 
to  find  justification  in  some  a  priori  principle;  in  the  latter  such  concepts  as 
"  a  system  of  object  teaching,"  the  "  Grube  number  work,"  and  the  peculiarly 
uncommunicable  principles  of  Col.  Parker  tended  to  disappear.  Such  logical 
abstractions  after  all  had  little  to  do  with  the  immediate  use  of  devices  by  un- 
trained teachers,  and  it  was  for  immediate  utility  that  device  material  was 
created. 

The  accompanying  table  makes  it  possible  to  note  the  comparative  emphasis 
in  method  discussions  of  common-school  subjects,  at  different  times  and  for  the 
entire  period.  It  may  be  observed  that  grammar  and  spelling  showed  a  ten- 
dency to  disappear  and  nature  study  to  occupy  an  enormous  amount  of  space 
during  the  last  period.  The  civic  phase  of  history,  which  received  attention  in 
the  periodicals  before  1840,  increased  steadily  in  importance  from  the  first. 
Reformed,  simplified,  and  phonetic  spelling  after  1830  are  never  long  absent 
from  the  articles  upon  teaching  spelling;  a  common  lament  at  nearly  all  periods 
is  that  good  spellers  are  less  numerous  than  formerly. 

Table  9. — Percentage  of  method  discussion  devoted  to  each  common  school 
subject  in  State  grouj)  of  school  journals.1 


Sci- 

Period. 

Arith- 

Draw- 

Geog- 

Gram- 

Lan- 

His- 

Music. 

Read- 

Spell- 

ence, 

Writ- 

metic. 

ing. 

raphy. 

mar. 

guage. 

tory. 

ing. 

ing. 

nature 
study. 

ing. 

Per  ct. 

Perct. 

Perct. 

Per  ct. 

Per  ct. 

Per  ct. 

Per  ct. 

Per  ct. 

Per  ct. 

Per  ct. 

Per  ct. 

1840-1844... 

5 

12 

10 

26 

1 

1 

5 

19 

12 

1 

8 

1845-1849... 

12 

14 

13 

14 

11 

3 

16 

13 

2 

2 

1850-1854... 

21 

2 

8 

12 

3 

"s" 

5 

14 

18 

12 

2 

1855-1859... 

12 

2 

8 

23 

8 

1 

5 

19 

14 

5 

3 

1860-1864... 

12 

2 

8 

18 

9 

3 

2 

18 

16 

6 

6 

1X65- 1889... 

12 

3 

19 

10 

3 

4 

9 

14 

6 

18 

2 

1X70-1874... 

16 

4 

11 

16 

4 

4 

4 

18 

7 

13 

3 

1875-1879... 

14 

5 

3 

16 

12 

4 

2 

19 

15 

9 

1 

1880-18S4... 

15 

S 

9 

13 

8 

5 

2 

18 

7 

16 

18x5-1889. . . 

20 

5 

8 

4 

12 

11 

6 

18 

5 

10 

1 

1890-1894... 

17 

2 

11 

7 

12 

12 

2 

20 

6 

8 

3 

1895-1899... 

12 

5 

9 

2 

11 

9 

5 

18 

2 

24 

3 

1840-1899. . . 

14 

6 

9 

10 

9 

6 

4 

18 

8 

12 

3 

1  For  list  of  journals  see  (b.)  of  bibliography. 

Elementary  science  lessons  are  given  under  various  names,  beginning  with 
natural  history,  "  lessons  in  common  things,"  and  culminating  in  the  nebulous 
expansion  of  *  nature  study  "  during  the  last  years  of  the  period,  during  which. 


*  Ohio  Ed.  Monthly,  1884,  XXXIII,  58. 


68  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

owing  to  the  prevalence  of  "  correlation  "  ideas,  no  recognized  line  separated 
elementary  science  from  mythology,  fable,  object  lessons,  or  adventure  stories. 
The  undoubted  value  and  recognition  of  science  lessons  for  children  in  the  ele- 
mentary school  has  led  to  much  effort  from  the  first,1  but  results  in  this  field 
were  perhaps  least  satisfactory  of  any  in  the  field  of  method.  The  poverty  of 
material  was  indicated  by  the  eagerness  with  which  editors  seized  upon  any 
clever  or  "  catchy  "  articles  bearing  upon  the  subject.  As  an  example  may 
be  mentioned  a  series  by  "Adam  Stwin  "  upon  "  How  Johnny  burned  himself 
without  fire,"  and  went  through  other  experiences  which  taught  him  scientific 
laws.  This  first  appeared  in  the  "  Christian  Union,"  and  was  copied  in  half 
the  school  journals  of  the  country  (1870-1880).  Aside  from  the  earlier  content 
lessons  in  physiology,  mostly  by  Alcott,  this  subject  received  little  attention 
except  in  connection  with  temperance  lessons. 

5.    MORAL  AND  RELIGIOUS   INSTRUCTION. 

Much  of  the  general  material  in  the  earlier  journals  is  filled  with  pointed 
moral  teaching;  many  stories  are  almost  aggressively  moralized.  But  discus- 
sions of  specific  moral  instruction  were  inconspicuous  and  of  decreasing  im- 
portance after  1870;  the  same  may  be  said  of  articles  concerning  the  teaching 
of  religion,  or  the  Bible  in  public  schools,  which  practically  disappear  after 
1875.  Brief  notes  upon  temperance  instruction  appeared  as  early  as  1830; 
nothing  of  importance  is  noted  until  about  1865,  after  which  a  few  articles  were 
published  each  year. 

6.    THE   HIGH   SCHOOL. 

Among  the  discussions  of  high-school  subjects,  Latin  and  Greek  received 
about  as  much  attention  as  the  combined  sciences,  mathematics,  modern  lan- 
guages, and  history,  though  English  became  the  leading  subject  near  the  close 
of  the  period,  followed  by  the  combined  sciences.  General  problems  of  the 
high  school  were  discussed  occasionally,  but  as  the  tabulation  of  content  indi- 
cates, the  high  school  has  never  occupied  much  space  in  this  class  of  periodicals. 

7.   FOREIGN  EDUCATION. 

Studies  of  foreign  education  at  no  time  received  much  attention  and  prac- 
tically disappeared  before  1900.  German,  English,  French  indicate  the  pro- 
portion of  discussion  given  to  each  of  these  countries,  which  is  the  same  rank 
accorded  to  them  in  all  other  educational  periodicals  studied. 

8.    HISTORY    OF    EDUCATION    AND    PSYCHOLOGY. 

Studies  in  the  history  of  education  or  psychology  and  principles  of  education 
are  given  very  little  attention.  Alcuin,  perhaps  because  of  his  conundrum- 
like questions,  is  most  often  discussed.  Socrates,  Plato,  Vittorino  da  Feltre, 
Ascham,  Milton,  Locke,  Comenius,  and  Rousseau  are  quoted  or  briefly  studied. 
Pestalozzi,  Froebel,  and  Herbart  are,  of  course,  far  more  conspicuous,  though 
there  is  not  much  direct  discussion  of  their  teachings  in  this  class  of  periodicals. 
Local  educational  history  is  mostly  confined  to  reminiscent  studies,  the  "  District 
School  as  It  Was  "  being  one  of  the  best  of  this  class.  With  few  exceptions 
articles  dealing  with  local  educational  history  are  hastily  written  and  inaccu- 
rate. Psychology  appeared  in  occasional  articles  upon  precocity,  individual 
differences,  and  phrenology.  Much  empirical  psychology  may  be  found  an  dis- 
cussions of  general  educational  topics;  scientific  psychology  showed  its  influence 
in  a  considerable  increase  of  "  child  study  "  articles  after  1890. 


»Mich.  J.  of  Ed.,  1838,  I. 


A  STUDY  OF   CONTENT.  69 

9.    MINOR  CLASSIFIED  EDUCATIONAL  TOPICS. 

The  subject  of  coeducation,  or  the  education  of  women,  steadily  declined  in 
Importance.  The  degree  of  change  may  be  measured  by  stating  that  the  casual 
reader,  picking  up  the  average  school  journal  before  1875,  had  about  1  chance 
in  15  of  opening  at  a  page  or  article  in  which  this  subject  was  discussed,  and 
considering  the  period  since  that  time  about  1  chance  to  700.  An  equally  pro- 
nounced decline  occurred,  in  the  number  of  articles  relating  to  parents,  parental 
education,  or  the  mutual  duties  of  parents  and  teachers.  After  Page's  essay 
upon  "  Parent  and  Teacher  "  had  been  very  generally  reprinted,  it  ceased  to 
appear  and  nothing  took  its  place.  The  education  of  defectives,  important  at 
first,  gradually  lost  place  and  survived  chiefly  in  discussions  of  well-known  or 
unusual  cases  like  that  of  Laura  Bridgman.  Monitorial  and  infant  school 
education  received  practically  no  attention  after  1845.  The  kindergarten  re- 
ceived its  first  notices  between  1855  and  1859,  occupied  increasing  space  while 
the  idea  was  new,  and  as  an  important  subject  hardly  appears  after  about  1880, 
though  kindergarten  principles  were  still  discussed.  The  qualifications  of  teach- 
ers received  great  emphasis  from  1840  to  1870,  moral  and  personal  qualities 
being  stressed ;" since  that  time  increasing  attention  to  academic  qualifications 
and  professional  training  was  evident.  The  interesting  query,  "  Is  teaching 
a  profession?  "  was  asked  and  answered  by  20  of  these  periodicals  between  1858 
and  1885.  Articles  upon  the  course  of  study  show  demands  for  "  practical  edu- 
cation "  at  all  periods,  but  serious  studies  of  the  curriculum  were  increasingly 
prominent  after  1870. 

The  rural  school  as  a  specific  problem  received  little  differentiation  of  treat- 
ment until  1870.  Literary  and  reminiscent  material,  like  Rev.  Warren  Bur- 
ton's District  School  as  It  Was,  previously  referred  to,  occasionally  appeared 
and  of  course  most  of  the  content  of  this  class  of  periodicals  had  about  equal 
value  for  teachers  of  rural  and  of  graded  schools.1  "  Grading  the  rural  school," 
courses  of  study  and  daily  schedules  for  the  country  schools  receive  increasing 
attention  beginning  with  about  1870.  Manual  or  industrial  education,  except 
from  1880  to  1890,  receives  practically  no  discussion,  and  even  during  this 
period  very  little.  There  are  sporadic  suggestions  that  the  school  should  teach 
sewing  before  1860  and  at  that  time  the  equipment  of  schools  with  machines 
was  strongly  advocated.* 

10.    GENERAL   (UNCLASSIFIED)    MATERIAL  UPON  EDUCATION. 

Addresses  by  governors,  college  heads,  presidents- of  teachers'  associations, 
usually  could  not  be  classified  in  a  single  field;  the  same  Was  true  of  many 
somewhat  philosophical  articles  and  speeches  designed  to  demonstrate  the  need 
of  public  education.  The  following  subjects  of  articles,  many  of  them  from  the 
earliest  period,  indicate  the  nature  of  this  material : 

The  Advantages  of  Knowledge. 
Improvement  of  Common  Schools. 
I  Know  But  I  Can't  Tell. 
Whence  Arises  Aversion  to  Learning? 

From  Teachers'  Guide  and  Parents'  Assistant,  1826. 

Political  Importance  of  Education. 
Self  Improvement  for  Adults. 
Popular  and  Liberal  Education. 
Terrors  in  Common  Education. 

(American  Annals  and  American  J.  of  Educ.  (1826-1832.) 

l  111.  Teacher,  1870,  XVI.     .  »  New  York  Teacher,  18,  IX,  60. 


70  EDUCATIONAL  PERIODICALS  IN  NINETEENTH  CENTURY.  1 

Education  and  Crime. 
Thoughts  on  Education. 
True  Ends  of  Education. 
The  Object  of  Education. 
The  Education  of  a  Free  People. 

(District  Sch.  J.  of  New  York,  1S3G.) 

Universal  Education.  Popular  Education. 

(Illinois  Common  Sch.  Advocate,  1S37.) 

Influence  of  Education  upon  National  Prosperity. 

What  is  Education? 

Speech  of  Daniel  Webster  on  Education. 

(Illinois  Common  Sch.  Advocate,  1841.) 

The  Twofold  Object  of  Education. 
Why  Educate? 

Thoughts  on  Popular  Education. 
The  Objects  of  Education. 

(Voice  of  Iowa,  1857.) 

These  are  typical  of  the  large  amount  of  general  material  in  journals  of  the 
pioneer  period.  Such  articles  in  State  school  journals  were  often  written  by 
ministers  for  the  community  or  State  in  which  they  were  published.  In  tlte.se 
general  articles  upon  education,  which  gradually  lost  their  promoting  and  pio- 
neering spirit,  were  many  prize  essays  upon  education,  articles  filled  with  good 
empirical  psychology,  and  several  educational  classics  such  as  Huntington's 
"Unconscious  Tuition/'  quoted  very  generally  (1860).  In  the  association  peri- 
odicals especially,  there  was  much  poor  material,  printed  because  the  speaker 
was  upon  the  program,  rather  than  because  editors  or  publishers  thought  it  worth 
while. 

11.    LITERARY  MATERIAL  READY  FOR  SCHOOL  USE. 

Supplementary  material  in  the  form  of  selections  for  declamations,  dialogues, 
"  For  Friday  afternoon "  collections  and  memory  gems,  was  given  variable 
amounts  of  space,  tending  to  increase  and  become  a  regular  department  of  many 
journals  after  1890.  School  stories,  sometimes  continued  through  a  long  series, 
were  numerous.  Mr.  Strap  and  Mr.  Gosling  (New  York  Teacher,  1854)  ;  the 
Pigwacket  Rebellion,  quoted  from  Holmes;  Roderick  Hume  and  Commissioner 
Hume  by  Mr.  Bardeen  (School  Bulletin,  IV,  V)  ;  William  Hawley  Smith's 
"  Walks  and  Talks  "  (Public  School  Journal,  XII)  ;  and  "  Persimmons  "  (School 
News  and  Practical  Educator,  VIII),  represent  this  type  of  material. 

•  12.    QUESTIONS  AND  ANSWERS. 

"Notes  and  Queries,"  from  which  illustrations  have  been  given,  represents 
adequately  the  general  question  material  of  the  first  half  of  the  period. 
Teachers'  examination  questions  beginning  about  1853  grew  increasingly  im- 
portant and  gradually  superseded  the  more  general  queries.  If  local  or  State 
lists  proved  insufficient,  there  were  the  neighboring  States;  and  the  lists  of 
New  York  could  always  be  depended  upon,  when  others  failed,  Avith  the  result 
that  perhaps  half  of  all  printed  material  came  from  this  source.  From  the 
standpoint  of  editorial  economy,  examination  questions  possessed  a  peculiar 
advantage,  in  that  they  could  be  (and  were)  republished  several  times,  since 
none  but  the  wary  would  notice  the  repetition. 

13.    CURRENT   EDUCATIONAL   NEWS   AND   NOTES. 

Brief  book  reviews  and  briefer  notices  have  from  the  beginning  occupied 
about  one-twelfth  of  the  space  of  local  school  periodicals.    Considering  the  ad- 


A  STUDY  OF   CONTENT.  71 

vertising  nature  and  lack  of  positive  or  critical  character  of  most  of  these,  it 
may  well  be  doubted  whether  they,  as  a  class,  were  worthy  of  the  space  given 
them,  except  in  so  far  as  they  represent  paid  advertising.  From  7  to  11  per 
cent  of  the  space  was  given  to  reports  of  teachers'  gatherings.  During  the 
period  of  the  association  journals  most  of  this  related  to  sessions  of  the  State 
associations ;  the  national  association  gradually  received  increasing  notice ;  but 
the  most  prominent  type  of  such  material  became,  after  1870,  the  notes  of  county 
institutes,  an  important  item  of  which  in  thousands  of  cases  was  the  number  of 
subscribers  secured,  or  copies  of  the  resolution  in  favor  of  "  the  journal." 

School  news  items  and  notes,  which  until  1870  usually  constituted  less  than 
8  per  cent  of  the  content,  increased  until  they  averaged  twice  as  large  a  share  of 
space  during  the  last  30  years  of  the  century.  Moreover,  this  material  had 
become  increasingly  local  and  personal,  amounting  in  many  cases  to  the  mere 
gossip  which  intelligent  Europeans  find  so  amusing  in  our  local  and  village 
newspapers.  A  few  examples  chosen  from  State  school  journals  of  large 
circulation  are  given : 

Mr.  B —  will  teach  at this  year.     He  will  receive  $50  a  month. 

Mr.  B is  teaching  a  second  year  at .    The  board  thought  so 

well  of  his  services  that  they  added  $5  to  his  salary.    Mr.  B is  a  reader 

of  the  Journal. 

Mr.  B writes  that  he  has  six  in  his  graduating  class  this  year.     He  is 

a  good  teacher,  and  the  Journal  hopes  his  board  will  recognize  the  fact. 

(I)  continues  in  charge  of  the  schools  at  . 

(II)  is  superintendent  of  schools  at . 

(III)  has  been  elected  at . 

The  first  of  these  by  change  of  names  occurs  8  times  in  one  monthly  number, 
the  second  20,  and  the  third  5  times  in  the  same  number : 

On  Aug. Principal ,  of ,  married  Miss , 

of  ,  preceptress  of  the  same  school.     A  recent  number  of  Xville 

Times  contains  an  excellent  picture  and  sketch  of ,  who  will  remain 

at ,  though  offered  the  principalship  of schools. 

Mrs.  B is  a  woman  who  does  credit  to  her  sex  and  the  teaching  pro- 
fession. She  is  an graduate  and  has  been  for  some  time  the  prin- 
cipal of  the  school  at This  year  her  salary  was  raised  to  $900 

to  prevent  her  seeking  another  field  of  labor. 

Principal remains  at ,  although  he  is  worthy  of  a  much 

larger  place. 

will  dispense  with  Supt. 's  services  after  this  term,  and 

Miss 's  salary  has  been  reduced. 

When  such  items  occupied  page  after  page,  their  value  was  certainly  prob- 
lematical. In  a  few  cases  editors  apparently  endeavored  to  work  into  print 
as  many  names  of  possible  subscribers  as  space  would  permit.  In  view  of  the 
generally  precarious  support  accorded  such  publications,  this  thrifty  use  of 
publicity  may  have  helped  financially,  but  the  presence  of  almost  innumerable 
empty  or  inflated  "personals"  undoubtedly  injured  the  reputation  of  school 
journals  as  a  class. 

14.    MISCELLANEOUS     NONPROFESSIONAL     MATERIA!* 

Jokes  collected  by  teachers  have  a  school  flavor;  the  same  may  be  said  of 
scientific  intelligence,  literary  notes,  and  poetry  selected  for  publication  in  a 
school  journal.    But  for  the  most  part  all  the  material  included  in  this  classifi- 


72  EDUCATIONAL  PEKIODICALS   IN  NINETEENTH   CENTURY. 

cation  would  be  equally  in  place  in  an  agricultural  journal,  a  child's  paper, 
or  popular  magazine.  The  meteorological  reports  common  in  earlier  days 
persist  occasionally  until  almost  1870.  (Minnesota  Teacher,  II,  1868.)  Excel- 
lent articles  of  general  interest  occasionally  found  their  way  into  school  jour- 
nals, especially  before  they  specialized  to  meet  the  professional  wants  of 
teachers. 

Two  or  three  attempts  were  made  to  combine  the  interests  of  the  teacher 
with  those  of  the  farmer.  The  Educator  (1838),  which  aspired  to  become  a 
State  periodical,  gave  exactly  half  of  its  space  to  a  "  terracultural "  depart- 
ment in  which  essays  on  "  butter  making "  and  "  how  to  plant  strawberries  " 
were  to  interest  the  tiller  of  the  soil,  while  the  teacher,  who  boarded  around 
and  taught  the  children,  or  school  officers,  might  read  of  Fellenberg's  work  or 
the  relation  of  ignorance  to  crime.  The  Michigan  Journal  of  Education 
of  the  same  year  contains  articles  upon  agriculture,  and  "  The  School  Journal 
and  Vermont  Agriculturist "  represented  both  in  name  and  content  the  same 
endeavor  to  provide  material  for  farmers.  Recipes  for  baking  cakes  and 
household  hints  are  occasionally  found  as  a  department,  though  not  given  a 
prominent  place  (Kansas  Educational  Journal,  1864,  I).  With  the  exception  of 
such  attempts,  few  in  number,  to  appeal  to  specific  groups  and  interests,  the 
miscellaneous  material  consisted  of  semiscientific  articles  descriptive  of  the 
rare  and  curious,  of  brief  scientific  notes,  occasional  literary  intelligence,  news 
of  current  events,  reports  of  temperance  societies,  stoical  maxims,  proverbs, 
last  words  of  famous  men,  and  various  scraps  of  cleverness  gleaned  from 
general  literature.  "  Letters  from  Europe,"  containing  only  personal  gossip 
or  experience,  and  histories  of  various  States,  "  by  the  editor,"  were  sometimes 
given  considerable  prominence.  As  has  just  been  remarked,  the  better  types 
of  miscellaneous  articles  showed  a  tendency  to  disappear;  the  unrelated  and 
fragmentary  content  continued. 

Poetry  (verse)  formed  a  definite,  if  not  very  large  part  of  this  miscellaneous 
content.  The  earliest  educational  periodical  contains  "  To  Education,"  "  The 
Old  Oaken  Bucket,"  and  an  "  Ode  to  Terror."  *  Much  of  the  verse  was  original 
and  sometimes  brought  into  what  seems  rather  unexpected  professional  service. 
A  resolution  of  the  New  York  State  Teachers'  Association  was  in  verse,  1845  ;a 
an  address  of  12  pages  length  was  read  at  a  county  association  in  Massachu- 
setts (1858),  of  which  the  following  are  representative  lines:* 

You  who  will  listen  to  my  rhymes  to-night, 
May  vainly  hope  for  some  poetic  flight ! 
No  poet  I ;  the  "  faculty  divine  " 
Has  never  been  and  never  will  be  mine. 

Just  as  I  saw  her,  when  on  lowly  stool 
I  sat  before  the  mistress  of  our  school, 
I  see  her  now ;  for  through  the  mists  of  years, 
That  awful  vision  of  the  past  appears ! 
In  years  well-stricken;  lame,  but  not  so  much 
But  she  into  a  cane  could  turn  her  crutch, 
Which  o'er  the  victim's  cranium  she  laid 
In  hopes  to  beat  some  knowledge  in  his  head. 
With  a  long  nose,  hooked  like  a  vulture's  beak 
Thin,  pursed-up  lips,  and  chin  of  sharpest  peak, 
And  eyes  for  idlers  ever  on  the  seek. 
WTith  rod  beside  her — tickler  for  dull  wits, 
-   Terror  of  trembling  pupils — there  she  sits. 
, ! : •  -  " 

1  Academician,  1818.  *  Mass.  Teacher,  VIII,  65. 

2  Teachers'  Advocate,  1845,  I,  10 


A  STUDY  OF  CONTENT.  73 

Further  insight  into  the  character  of  such  verse  may  be  gained  from  the  fol- 
lowing examples : 1 

Friends  of  learning,  love  and  labor, 
Friends  of  knowledge,  truth  and  freedom, 
Would  you  do  mankind  a  favor, 
Would  you  live  by  virtue's  rules, 
Would  you  seek  to  foster  wisdom, 
Then  rally  round  the  public  schools. 

The  district  school  is  often  taught, 

By  some  stern,  robust  man, 
*  Who  thinks  all  virtue  must  be  sought, 

In  his  coercive  plan ; 
Who,  like  a  power  none  can  evade, 
Would  but  command  and  be  obeyed.2 

And  thus  "  to  rule  "  consumes  the  day, 
*'  To  learn  "  receives  the  second  thought. 
The  scholars  from  restraint,  obey 
The  teacher's  code,  but  love  him  not. 
And  should  he  stay  a  12-month  through, 
They  almost  welcome  his  adieu. 

The  subjects  of  other  selections  are : 

Song  of  the  Delaware  County  Institute. 

Farewell  Ode  of  the  Delaware  County  Institute. 

The  Sabbath  Bell. 

The  Rainbow. 

No  Time  for  Dying. 

(Teachers'  Advocate,  1845.) 

The  Teachers'  Record. 
The  Dying  Teacher. 
The  New  York  Teacher. 

(New  York  Teacher,  1S54.) 

"  Smile,  When  You  Can." 
"  Do  Take  the  Old  School  House  Away." 
(Arkansas  Journal  of  Education,  1872.) 

The  original  and  pedagogical  verse  period  passed  among  most  journals  before 
the  close  of  the  Civil  War,  and  by  far  the  most  of  that  published  at  any  time 
had  literary  rather  than  professional  characteristics. 

The  2  per  cent  of  their  space  which  school  journals  have  devoted  to  them- 
selves is  classed  as  miscellaneous,  since  it  is  not  educational.  The  character 
of  this  material  has  changed  with  that  of  the  status  of  the  periodicals.  While 
closely  connected  with  the  teachers'  associations  pleas  for  better  support  of  the 
official  organ,  long  statements  of  aims  and  financial  condition,  editorial  difficul- 
ties of  committees  not  in  agreement,  and  favorable  comment  from  exchanges 
form  the  bulk  of  the  self -related  contend  Self  reference  in  the  more  recent 
period  was  usually  confined  to  favorable  resolutions  of  county  institutes,  letters 
from  subscribers  telling  what  benefit  they  had  derived  from  reading  the  peri- 
odical or  expressing  unwillingness  to  miss  a  single  issue,  and  exhortations  to 
subscribe  or  pay  subscriptions.  School  journals  as  a  class  have  been  accused 
of  too  much  self -discussion,  perhaps  a  just  charge  to  which  there  are  exceptions. 
It  is  probable,  too,  that  discussions  of  internal  ideals  and  troubles  of  the  earlier 
days,  necessary  as  they  sometimes  were,  had  no  better  effect  upon  the  esteem 
in  which  these  papers  were  held  than  the  more  direct  and  scrappily  presented 
pleas  and  self-directed  praise  of  more  recent  times. 

» N.  Y.  Teacher,  1856,  V,  301.  *  Ibid,  86. 


74  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

In  the  foregoing  the  endeavor  has  been  to  show  the  character  of  content  and 
changes  in  its  nature.  The  great  evolution  has  been  toward  specialization  upon 
affairs  of  the  schoolroom  and  school  news  tending  strongly  in  the  direction  of 
the  personal  and  unimportant.  Reading  of  some  hundreds  of  annual  volumes 
shows  of  course  much  material  of  poor  quality,  hastily  written,  and  dogmatically 
expressed.  It  shows  also  very  earnest,  serious,  and  well-directed  efforts  to 
solve  most  of  the  problems  upon  which  educators  are  still  engaged.  The  impres- 
sion which  grows  strong  as  one  reads  extensively  is  well  characterized  by  E.  E. 
White  in  "A  Few  Hours  with  Educational  Journals."  * 

Those  who  suppose  that  any  method  of  primary  instruction  has  b«en  evolved 
and  perfected  within  the  past  15  or  20  years  are  commended  to  the  pages  of  the 
educational  journals.  Here  they  will  find  evidence  that  what  they  suppose  to 
be  a  very  recent  discovery  is  very  much  older  than  the  supposed  discoverers- 
older  not  merely  as  a  theory  but  as  a  method  successfully  used  in  many  schools. 
An  acquaintance  with  the  literature  of  education  would  open  the  eyes  of  many 
of  the  most  ardent  advocates  of  the  "New  Education"  (whatever  this  may 
mean).  This  is  illustrated  by  the  "new"  idea  of  teaching  spelling  without  a 
spelling  book,  which  was  both  advocated  and  opposed  as  a  Quincy  idea. 

The  writer  then  says  he  could  name  a  score  of  cities  where  the  "  no  book  " 
plan  had  been  in  use  for  20  years  or  more,  especially  in  the  lower  grades.  A 
few  illustrations  of  measures  early  advocated  will  be  given.  Some  of  these  in  a 
peculiar  degree  show  the  tendency  to  be  rediscovered  and  proclaimed  as  new ; 
among  such  may  be  noted  the  fear  that  children  will  be  overworked  and  the 
accompanying  proposal  that  home  study  should  be  abolished,  discussed  in  the 
American  Annals,2  1837;  the  use  of  newspapers  in  schools  advocated  in  1837, 
1840,3  1859,*  1867,'  1870,6  and  discovered  or  invented  as  a  good  device  many 
times  since ;  the  problem  method  of  securing  proper  motivation  by  making  chil- 
dren's lessons  an  outgrowth  of  home  environment  and  activity,  described  in  a 
series  of  model  lessons  before  1840.7  Compulsory  education  in  the  Mississippi 
Valley  was  discussed  in  1837 ; 8  a  thoroughgoing  school  survey  was  outlined 
1846 ;  °  and  a  system  of  rural  school  consolidation  with  central  intermediate  and 
high  schools  was  completely  worked  out  with  charts  and  arguments,  1857.10 
The  constancy  of  the  educational  problem  is  also  indicated  by  negative  criticisms 
of  schools.11  Principal  defects  named  before  1840  were  poor  teachers  with  short 
tenure ;  little  apparatus  for  teaching  purposes ;  the  overcrowded  curriculum  and 
the  fact  that  the  education  of  the  5  per  cent  who  continued  in  school  beyond  the 
elementary  stage  was  unduly  influential  in  determining  what  the  other  95  per 
cent  should  study,  thus  resulting  in  an  "  impractical "  training  for  the  majority. 
These  remained  important  elements  of  unfavorable  comment  and  of  course,  for 
most  sections  of  the  country,  still  form  the  basis  of  many  valid  criticisms  of 
schools. 

•       »E.  E.  White,  Ohio  EdT  Monthly,  1884,  XXXIII,  58. 
2  Am.   Annals,    1837. 
8Dist.   Sch.  Jr.,   1840. 
4  Southern  Teacher,  1859. 
6  111.  Teacher,  1867. 
•Ed.    Jl.    of   Va.,    1870. 

■  School  Master  and  Advocate,  1836,  I,  30-100. 
s  111.  Com.  Sch.  Adv.,  I. 
•Jl.  of  R.  I.  Institute,  I,  1x84. 
i°R.  I.  Ed.  Mag.,  I. 
»Pa.   Sch.   J.,   V,   50. 


Chapter  VII. 
A  STUDY  OF  CIRCULATION. 


The  principal  source  of  information  concerning  circulation  before  1870  is 
internal  evidence  in  the  form  of  editorial  statements;  publishers'  and  editors' 
reports  presented  to  State  teachers'  associations;  official  documents  and  State 
laws  in  the  case  of  those  supported  or  subsidized  by  the  State;  and  occasional 
comments  by  persons  variously  responsible  for  financial  matters  connected  with 
these  periodicals. 

It  has  already  been  shown  that  the  earlier  journals  were  devised  quite  as  much 
for  school  committees  as  for  teachers;  the  references  cited  also  indicate  that 
these  officers  frequently  manifested  little  interest,  even  when  such  papers  cost 
them  nothing.  The  Maine  Journal  of  Education1  states  that  "  there  is  little  to 
hope  from  school  committees,  from  the  fact  that  a  pretty  large  part  of  them 
are,  on  the  subject  of  education,  as  dead  men,"  and  because  "  what  is  every- 
body's business  is  nobody's."  Occasional  quotations  like  the  preceding  may  be 
regarded  as  evidence  that  circulation  among  school  officers  was  not  looked  upon 
as  very  promising  from  the  first;  and  when  appeal  was  made  to  teachers  to 
subscribe,  the  response  was  often  so  meager  as  to  cause  a  later  writer  to  declare 
that  the  educational  journal  is  an  orphan,  since  ordinary  teachers  were  "  too 
indifferent  to  support  it,  teachers  of  a  higher  grade  were  too  conceited  to  sup- 
port it,  and  great  educators  expected  to  get  it  for  nothing."  The  Vermont 
School  Journal,1  in  explaining  why  educational  journals  are  not  read,  thus 
characterized  the  attitude  of  most  teachers:  "Most  country  teachers  suppose 
themselves  well  furnished  for  this  work  if  they  pass  an  examination  and 
receive  their  certificates."  Since  they  are  not  better  esteemed  in  the  com- 
munity for  studying,  "  they  think  it  better  to  knit  or  study  law ;  meanwhile  they 
have  no  conception  of  what  a  school  might  become."  The  Common  School 
Journal  of  Massachusetts*  went,  for  the  most  part,  to  private  schools  and 
clergymen  rather  than  to  teachers  in  public  schools;  the  Massachusetts 
Teacher*  was  subscribed  for  by  less  than  one-fourth  of  the  teachers,  and  the 
same  journal5  cites  the  case  of  a  meeting  of  70  teachers  not  one  of  whom 
subscribed  for  any  journal.  The  Michigan  Journal  of  Education6  (1854)  says 
that  it  would  be  prosperous  if  a  third  of  the  teachers  of  that  State  were  its  sub- 
scribers. In  the  ■  best "  Wisconsin  county  in  1861  a  third  of  the  teachers  were 
subscribers  to  the  State  organ.7  Contrary  to  the  usual  complaints  of  indif- 
ference among  common-school  teachers,  the  editor  of  Southern  School  of  Georgia  8 
says  that  his  best  support  comes  from  the  "  old  field  "  teachers,  while  not  one- 
tenth  of  the  "professors"  ever  read  his  paper.  It  is  stated  that,  of  21,000 
teachers  in  Ohio  (1863),  about  18,000  never  looked  at  the  Ohio  Educational 
Monthly,9  which  was  practically  equivalent  to  saying  they  read  no  school  jour- 

1  1850,  I,  52.  o  Mich>  ji    of  Ed ^  T    332> 

2  Ft.  Sch.  Jl.,  1863,  V,  67.  »  Wis.  Jl.  of  Ed.,  VI,  387. 

3  Common  Sch.  Jl.,  1845,  VII,  1,  2.  8  So.  Sch.  of  Ga.,  1858,  I,  185. 

4  Mass.  Teacher,  1855,  VIII,  353.  ■  Ohio  Ed.  Mo.,  1S63,  XII,  122. 
•  Ibid,  XXI,  457. 

75 


76  EDUCATIONAL  PEKIODICALS  IN  NINETEENTH   CENTURY. 

nals,  owing  to  the  fact,  to  which  abundant  testimony  is  given,  that  the  "  State  " 
journals  had  little  circulation  except  in  the  State  where  they  were  published 
and  that  there  were  no  other  journals  of  any  considerable  circulation  at  this 
time. 

Considering,  along  with  a  very  great  number  of  such  bits  of  evidence,  the 
general  situation  and  the  character  of  the  content  of  early  State  journals,  it  is 
the  opinion  of  the  writer  that  in  reply  to  the  question  "  Who  read  these  school 
journals?  "  the  answer  should  be  in  most  cases,  at  least  until  the  State  associa- 
tions relinquished  all  but  a  nominal  control,  that  the  circulation  among 
teachers,  relatively  small,  included  preeminently  those  leaders  who  attended 
the  associations,  read  addresses,  and  were  active  in  such  meetings,  and  who 
thus  had  a  peculiar  interest  in  the  published  proceedings,  which  occupied  so 
large  a  space  in  this  class  of  publications.  To  these  as  directly  connected  with 
the  meeting  of  the  association  should  be  added  such  teachers  of  the  local 
community  as  came  under  the  spell  of  the  State  gathering  for  a  year,  and  then 
forgot  to  renew  subscriptions  when  the  meeting  of  the  teachers  was  held  in 
some  other  part  of  the  State.  The  teacher  who  stayed  at  home,  if  he  con- 
sidered the  matter  at  all,  weighed  the  school  journal  in  terms  of  its  practical 
relation  to  his  daily  work,  found  little  he  could  use  and  so  did  not  subscribe. 
And  if,  at  the  solicitation  of  some  enthusiastic  teacher  or  State  agent,  he  sub- 
scribed, there  was  less  than  one  chance  in  three  that  his  subscription  would  be 
renewed  at  its  expiration.1  The  remarkable  fluctuations  of  circulation,  accord- 
ing to  lists  giving  subscribers  by  counties,  reflect  the  shifting  and  transient 
nature  of  the  teaching  population,  and  indicate  as  well  that  subscribing  for  a 
school  journal  showed  much  the  character  of  a  revival  following  in  the  wake 
of  the  State  meeting  of  teachers,  visits  of  the  State  agent,  or  some  other  agitat- 
ing force.  Not  regarded  as  a  necessary  part  of  professional  equipment  of  the 
teacher  whose  professional  career  was  very  short,  it  is  easy  to  see  why 
renewals  could  not  be  depended  upon.  Proof  of  the  unfavorable  effect  of  State 
subsidies  upon  circulation  among  teachers  has  already  been  given. 

From  such  statements  as  those  just  quoted,  and  from  the  newspaper  directories 
since  1869,  the  circulation  tables  given  in  this  chapter  have  been  prepared.  The 
statistics  of  the  number  of  teachers  were  taken  from  the  reports  of  State 
superintendents  prior  to  1870,  and  from  the  reports  of  the  United  States  Com- 
missioner of  Education  after  that  time.  As  none  of  these  sources  is  unassail- 
able from  the  standpoint  of  reliability,  the  method  of  using  such  data  will  be 
briefly  explained. 

In  estimating  the  value  of  a  circulation  report,  the  circumstances  under  which 
it  was  given  have  been  considered.  A  retiring  resident  editor  in  making  a  re- 
port to  the  State  teachers'  association  would  be  less  willing  to  report  a  decrease 
of  circulation  during  the  period  of  his  control  than  an  increase.  Likewise  in 
making  any  statement  of  circulation  at  the  time  he  took  charge,  there  would  be 
no  incentive  for  giving  higher  than  the  actual  figures.  In  case  of  essential  dis- 
agreement between  newspaper  directories,  the  lower  figure  has  been  taken  ex- 
cept in  a  few  cases  where  there  were  excellent  reasons  for  varying  this  method 
of  procdure,  since  the  tendency  in  reporting  circulation  to  a  directory  would  be 
to  overestimate  in  case  of  doubt,  to  report  special  editions  rather  than  average 
issues,  or  to  allow  seasonal  fluctuations  to  exercise  undue  influence.  As  in  the 
study  of  content,  five-year  periods  have  been  used ;  it  is  believed  that  the  aver- 
age circulation  during  a  five-year  period  is  a  much  more  reliable  indication  of 
actual  tendencies  than  any  single-year  estimates  could  be,  since,  it  is 
possible  to  eliminate  erratic  figures  by  using  for  the  five-year  period  the  average 


»Pa.   Sch.  JL,  1862,  X,  355. 


A  STUDY   OF   CIRCULATION. 


77 


of  what  appear  more  likely  to  be  accurate  reports;  or  if  the  unusual  (and  prob- 
ably untrue)  statment  is  used,  the  error  resulting  is  reduced  when  spread  over  a 
five-year  period.  It  may  thus  be  seen  that  annual  circulation  figures  used  in  the 
tables  are  in  few  cases  those  given  for  any  single  year  in  the  directories  or 
published  reports,  but  may  be  verified  by  finding  averages  for  the  five-year 
period. 

A  similar  method  was  followed  in  determining  approximately  the  number  of 
teachers  in  each  State,  with  the  same  advantages  in  the  use  of  five-year  periods. 
The  report  of  the  United  States  Commissioner  of  Education  for  1886-87  gives 
the  number  of  teachers  in  Maine  as  2,801,  although  for  many  years  preceding  this 
date  the  number  reported  is  never  less  than  5,000,  and  for  the  succeeding  five 
years  is  always  7,000  or  more.  All  such  errors  are  eliminated  in  considering 
five-year  periods. 

A  few  sources  of  unavoidable  inaccuracy  should  be  noted.  In  many  State 
documents  and  in  the  data  furnished  to  the  United  States  Commissioner,  the 
number  of  teachers  in  "winter"  and  in  "summer"  is  reported  •  separately  or 
added  and  reported  together ;  except  in  cases  of  reports  which  also  give  the  lists 
according  to  sex,  it  is  not  possible  to  determine  how  many  are  reported  twice. 
Tartly  compensating  for  this  error  is  the  fact  that  teachers  in  private  schools 
are  usually  not  reported.  In  spite  of  this  and  the  attempts  at  correction  by 
several  State  superintendents,  the  number  of  teachers  reported  is  probably  too 
large,  though  tending  toward  correctness  after  1890.  The  writer  also  believes 
that  the  circulation  figures  are  too  high.  In  no  absolute  sense  can  the  items  of 
the  circulation  tables  be  regarded  as  accurate,  for  the  most  logically  derived 
averages  of  inaccurate  data  are  still  inaccurate.  The  factors  causing  whatever 
inaccuracy  there  may  be  were,  however,  always  present  in  some  degree,  and  it 
is  believed  that  the  tables  represent  the  general  tendencies  truly,  which  is  all 
that  is  claimed  for  them. 

In  all  tables,  periodicals  not  continued  longer  than  one  year  have  been  omitted, 
except  those  for  which  reliable  data  could  be  obtained.  The  total  amount  of 
circulation  thus  omitted  is  insignificant.  As  previously  noted,  county  school 
journals  and  supplementary  reading  papers  for  "  teachers  and  children  "  are  also 
omitted. 

In  considering  the  tables  of  circulation,  a  clear  distinction  should  be  made 
between  "  circulation,"  which  usually  meant  the  entire  number  of  copies  printed, 
and  "  subscribers,"  frequently  a  very  much  smaller  number.  The  following 
illustrate  extreme  cases  of  the  difference  between  circulation  and  subscription : 

Table  10. — Circulation  of  periodicals. 


Name  of  periodical. 

Year. 

Circula- 
tion. 

Subscrib- 
ers. 

1840 
1853 

1858 
1864 

1,500 
1,900 
2,364 
1,700 

392 

1,203 

400 

650 

Part  of  such  discrepancies  is  accounted  for  by  the  fact  that  until  1875  ex- 
changes were  given  free  postage  and  exchange  lists  often  included  a  large  part 
of  the  local  press  of  the  State  as  well  as  all  the  school  journals  of  the  country.1 
The  Illinois  Teacher,2  perhaps  typical,  had  230  exchanges  during  its  second 


*  North :   History   and   Present  Condition   of   the   Press,   136. 

*  111.  Teacher,  1856,  II,  376. 


78  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

year;  the  California  Teacher  (1S65)  "  had  200.  The  free  exchange  list  shrank 
after  the  change  in  postal  laws,2  but  as  advertising  increased  in  importance, 
ways  remained,  in  spite  of  stricter  laws,  of  keeping  gross  circulation  consider- 
ably in  advance  of  the  number  of  actual  subscribers. 

A  further  distinction  should  be  made  between  subscribers  and  paying  sub- 
scribers. Delinquency  was  very  general  at  all  times,  perhaps  most  troublesome 
in  the  early  period,  and  increasing  with  every  financial  disturbance  and  of  course 
not  confined  to  this  class  of  periodicals.  Niles  Weekly  Register3  had  set  the 
encouraging  example  of  acquiring  a  delinquent  indebtedness  of  ten  or  twelve 
thousand  dollars  in  less  than  two  years.  The  American  Annals,4  with  its  usual 
dignity  states  on  the  last  page  of  its  closing  issue  that  "  the  number  whose 
subscription  is  due  is  very  large."  More  than  half  the  subscriptions  to  the  Con- 
necticut Common  School  Manual 5  were  unpaid  at  the  close  of  its  second  number. 
The  Massachusetts  Common  School  Journal 6  complains  (1850)  that  many  are 
slow  in  paying  and  many  never  pay  at  all ;  a  year  later  it  suspended,  alleging 
delinquents  as  the  cause  of  its  failure,  and  disposing  of  its  uncollected  bills  for 
half  their  face  value.  Of  the  third  volume  of  the  Iowa  Instructor,7  700  copies 
were  circulated ;  200  of  these  were  exchanged  or  donated ;  of  the  remaining  500, 
about  half  were  not  paid  for.  The  Massachusetts  Teacher8  estimated  its  an- 
nual loss  from  delinquent  subscribers  at  from  $500  to  $800.  Tliese  illustrations, 
chosen  mostly  from  the  first  half  of  the  period,  doubtless  represent  extreme 
cases.  Of  course  delinquent  subscribers  continued  to  be  the  bane  of  publishers, 
but  with  the  increased  value  of  advertising  and  changes  in  postal  laws,  loss 
from  this  source  became  less  important. 

Table  11  needs  little  explanation.  A  wTord  should  be  offered  concerning  the 
ratios  given  in  connection  with  circulation.  To  say  that  the  gross  annual  cir- 
culation of  all  school  journals  in  the  period  1855-1859  was  equal  to  twenty- 
two  hundredths  of  the  number  of  teachers  does  not  mean  that  22  per  cent  of 
the  teachers  were  subscribers.  From  what  has  been  said  previously  it  is  prob- 
able that  not  more  than  half  of  the  copies  circulated  went  to  teachers  at  Mi  is 
time.  With  each  succeeding  period,  however,  these  ratios  more  nearly  indicate 
the  percentage  of  teachers  who  were  subscribers,  and  after  1880  the  number 
of  subscribers  other  than  teachers  was  insignificant.  Making  allowances  for 
the  facts  that  teachers  probably  read  copies  sent  to  school  officers,  and  for  the 
general  factors  of  exchanges,  and  of  uncirculated  copies,  the  ratios  may  be  taken 
as  fairly  indicative  of  the  extent  to  which  teachers  made  use  of  school  journals 
at  different  periods.  It  should  be  noted  that  not  until  some  time  between  1885 
and  1890  was  the  gross  annual  circulation  of  all  school  journals  combined  equal 
to  the  numbers  of  teachers  in  the  country.  It  should  also  be  remarked  that  the 
method-device  papers  and  the  miscellaneous  group,  for  the  most  part  of  simiar 
content,  constituted  three-fourths  of  the  circulation  at  the  close  of  the  century. 

During  every  10-year  period  from  1850  to  1890  the  increase  of  circulation  of 
school  journals  showed  a  much  greater  ratio  over  that  of  the  preceding  period 
than  did  the  general  circulation  of  all  newspapers  and  periodicals  combined.9 
During  the  last  10-year  period  of  the  century,10  in  common  with  nearly  all  class 

1  Calif.   Teacher,   1865,   III,  69. 

2  North  :  54,  136,  146. 

s  Niles  Wkly.   Reg.,   1813,  IV,  236. 

*  Am.  Annals,  1839. 

» Conn.   Common   Sch.   Manual,    1848,    II,   265. 

«  Mass.  Common  Sch.  Jl.,  1850,  XIII,  327,  xiv,  38. 

7  Iowa  Instr.,   1862,   IV,    58. 

8  Mass.  Teacher,  1870,  XXXIII,  400. 
»Cf.   Hudson:   Journalism   in  U.   S.,   772. 

10  U.  S.  Census  Rep.,  1900,  Vol.  IX,  part  II,  pp.  1040-1043,  1044. 


A  STUDY  OF  CIRCULATION. 


79 


journals  and  specialized  journals  as  a  class,  there  was  a  marked  decline  in 
proportionate  growth.  This,  aside  from  its  evident  emphasis  upon  daily  news- 
paper circulation,  may  be  interpreted  to  mean  that  school  journals,  beginning 
as  a  specialization  in  an  unoccupied  and  growing  field,  had  gradually  expanded 
until  quantitatively  this  field  was  preempted.  If  this  be  true,  subsequent  de- 
velopment will  probably  be  found  to  keep  pace  quantitatively  with  increase  of 
the  teaching  population,  and  qualitative  adjustments  may  be  looked  for  rather 
than  any  such  rapid  expansion  of  circulation  as  characterized  the  period  from 
1870  to  1900. 

Table  11. — Total  annual  circulation  of  educational  periodicals,  18J0-1899. 


Teachers 
in  the 
United 
States. 

Local  (State) 
journals. 

Method 
papers. 

Higher 

educa- 
tion, 
scien- 
tific 

study 
of 

educa- 
tion. 

Minor 
special- 
ised 

inter- 
ests. 

Other 

school 

journals. 

Gross  circula- 
tion. 

Five-year  periods. 

Aver- 
age 
circula- 
tion. 

Ratio  of 
circula- 
tion to 
number 

of 
teachers. 

Total. 

Ratio 

to 
num- 
ber of 
teach- 
ers. 

1840-1844 

12,400 
14,000 
9,500 
27,200 
14,500 
24,400 
37,800 
25,600 
42,91)0 
67,600 
89,800 
122,800 

Per  ct. 

1,000 

11,300 

1,500 

4,000 

1,000 

27,500 

49,500 

57,400 

81,000 

126,200 

186,900 

199,800 

13,400 

25,300 

11,000 

31,700 

16, 100 

52,500 

87.300 

84,400 

165, 100 

301,800 

523,200 

716,600 

Per  ct. 

*845-1849  . 

1850-1854 

I  123,282 

i  143.2*9 

•  164,600 

i  1.89, 100 

230,600 

259,900 

296,600 

345,000 

382, 100 

409,900 

8 
19 

9 
13 
16 
10 
.4 
20 
24 
30 

9 

1855-1859 

'33,"866' 
97,200 
217,800 
352,600 

*500 
2  600 
2  60Q 
1,000 
1,100 
2,900 
3,800 
12,100 
11,500 

""500* 

4,500 

7,000 

16,600 

29,900 

22 

1860-1864 

10 

1865-1869 

22 

1870-1874 

38 

1875-1879 

32 

1880-1884 

56 

1885-1889 

87 

1890-1894 

137 

1895-1S99 

177 

1  In  these  periods  it  was  necessary  to  estimate  the  number  of  teachers  in  a  few  States  where  official  reports 
were  lacking. 

2  Estimates. 


Table  12  is  a  more  accurate  measure  of  the  circulation  of  the  State  school 
journal  group,  since  it  includes  only  the  States  in  which  such  periodicals  were 
conducted.  It  may  be  s^en  that  the  great  increase  of  gross  circulation  of  all 
school  journals  indicated  in  Table  11  is  but  slightly  due  to  this  class  of 
local  publications.  As  several  of  this  group  showed  a  tendency  to  decline 
during  the  last  five-year  period,  the  circulation  of  such  as  were  still  published 
in  1915  was  noted.  Their  gross  circulation  showed  a  slight  increase,  but  as 
compared  with  the  number  of  teachers,  a  decrease.  A  few  comparisons  of  the 
circulation  of  school  journals  in  the  United  States  with  those  of  other  countries 
may  contribute  to  an  understanding  of  the  situation.  Germany,  as  a  group 
of  States,  each  having  its  own  school  system,  offers  the  best  field  for  a  com- 
parative study,  though  the  official  character  of  many  German  periodicals,  the 
strict  divisions  between  different  classes  of  schools  and  the  importance  of  re- 
ligion in  the  curriculum  make  close  comparison  impossible.  It  should  also  be 
remembered  that  names  are  subject  to  interpretation,  and  as  a  consequence 
periodicals  falling  into  the  same  general  group  may  nevertheless  represent 
rather  unlike  purposes  and  content.  In  securing  all  data  concerning  foreign 
periodicals,  the  plan  of  using  reports  extending  over  periods  of  several  years 
was  employed,  though  in  Germany  and  France  at  least  much  less  variation 
from  year  to  year  seems  to  exist  than  in  the  case  of  American  school  journals. 


80  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

Table  12. — Circulation  of  local  (State)  school  journals,  1850-1899} 


Num- 

Number 

Circulation. 

Five-year 

periods. 

ber  of 

of 

Ratio  to 

States  included. 

States. 

teachers. 

Total. 

number 

of 
teachers. 

Per  cent. 

1850-1854 

6 

55,800 

9,500 

17 

Conn.,  Mass.,  N.  Y.,  Ohio,  Pa.,  Wis. 

Conn.,  Ga.,  111.,  Ind.,  Mass.,  Mich.,  N.  H.,  N.  Y  ' 

185.5-1859 

12 

95,479 

26,200 

27 

Ohio,  Pa.,  R.  L,  Wis. 
Conn.,  111.,  Ind.,  Iowa,  Mass.,  N.  Y.,  Pa.,  R.  I. 

1P60-1864 

8 

73,800 

15,700 

21 

1P65-1869 

11 

98,000 

24,400 

25 

Calif.,  111.,  Ind.,  Iowa,  Kans.,  Me.,  Mass.,  Mich., 
Ohio,  Pa.,  R.  I. 

1870-1874.... 

16 

157,300 

37,800 

24 

Ark.,  Calif.,  Conn.,  111.,  Ind.,  Iowa,   Kans.,  Me., 
Mass.,  Mich.,  Minn.,  N.  Y.,  Ohio,  Pa.,  R.  L.  Va. 

1875-1879.... 

10 

124,600 

25,600 

21 

Calif.,  Ind.,  Iowa,  Ky.,  Md.,  N.  Y.,  Ohio,  Pa.,Tenn.J 

Va. 
Ark.,  Calif.,  111.,  Ind.,  Iowa,  Kans.,  Ky.,  La.,  Mich., 

Minn.,  N.  Y.,  N.  C,  Ohio,  Pa.,  Tenn.,  Tex.,  Va., 

1880-1884.... 

19 

209,600 

42,900 

20 

W.  Va..  Wis. 

Ala.,  Calif..  Colo.,  Ga.,  111.,  Ind.,  Iowa,  Kans.,  Ky., 
La..  Mich.,  Minn.,  Mo.,  N.  Y.,  N.  C.,  Ohio,  Pa., 
S.  C.,  S.  Dak.,  Tenn.,  Tex.,  Va.,  W.  Va.,  Wis. 

Ala.,  Ark.,  Calif..  Colo.,  Fla.,  Ga.,  Ind.,  Iowa,  Kans., 
Ky.,  Mich.,  Minn.,  Mo.,  N.  Y.,  N.  Dak.,  Ohio, 
Okla.,  Pa.,  S.  Dak.,  Tenn.,  Tex.,  Va.,  Wash., 
W.  Va.,  Wis. 

1885-1889.... 

24 

272,900 

67,100 

25 

1890-1894.... 

2  25 

275,600 

72,400 

26 

* 

1895-1899.... 

2  27 

307,800 

94,800 

31 

Ala.,  Ark.,  Calif.,  Colo.,  Fla.,  Ga.,  Ind.,  Iowa,  Kans., 
Ky.,  Mich.,  Minn.,  Miss.,  Mo.,  N.  Y.,  N.  Dak., 

Ohio.  Okla.,  Pa.,  S.  C,  S.  Dak.,  Tenn.,  Tex.,  Va., 
Wash.,  W.Va.,  Wis. 

i  Including  only  States  in  which  these  were  published. 

*  Illinois  is  omitted,  1890-1900,  because  the  two  periodicals  devoted  to  State  interests  circulated  to  a  con- 
siderable degree  in  otner  States 

From  Table  14  it  may  be  noted  that  the  per  cent  of  German  local  periodicals 
is  large,  that  the  entire  number  of  school  journals  is  larger  than  in  the 
United  States,  and  that  the  majority  of  all  classes  have  a  small  circulation. 
Aside  from  the  presence  in  the  German  list  of  periodicals  devoted  to  religion 
and  the  larger  number  concerned  with  higher  education,  the  most  notable 
feature  of  the  comparison  is  the  almost  entire  absence  in  Germany  of  method- 
device  papers,  which  account  for  most  of  those  having  large  circulation  in  the 
United  States.  It  has  been  suggested  that  the  well-trained  teachers  of  Germany 
do  not  need  such  "  helps."  This  seems  a  reasonable  inference,  but  would  need 
for  complete  proof  a  careful  study  showing  that  untrained  or  poorly  trained 
teachers  in  this  country  furnished  the  only  market  for  these  papers. 

To  make  possible  a  more  direct  comparison  of  German  and  American  periodi- 
cals the  statistics  of  gross  circulation  are  given  for  the  five-year  period, 
1S95-1899. 


Table  13. — Total  circulation  of  German  periodicals  for  teachers,  1895-1899. 

Local  (State  or  Province) 109,800 

Miscellaneous,  for  the  most  part  not  highly  specialized 71,  600 

Specialized,  representing  various  minor  interests 6, 100 

Religious,  confessional  interests 31, 100 

Higher  education — study  of  education 20,  800 

Total 239,400 


A  STUDY  OF   CIRCULATION. 


81 


Table  14. — Character  of  school  periodicals  in  the  United  States  and  Germany, 
as  measured  by  gross  annual  circulation,  five-year  period,  1895-1899. 


Gross  circulation. 

Local. 

Method. 

Higher 
education , 
studies  of 
education. 

Minor 
special- 
ized 
interests. 

Religion. 

Other 

school 

journals. 

Total. 

U.S. 

Ger. 

U.S. 

Ger. 

U.S. 

Ger. 

U.S. 

Ger. 

U.S. 

Ger. 

U.S. 

Ger. 

U.S. 

Ger. 

Less  than  1,000 

2 
9 
4 
2 
4 
7 
2 

38 
19 
11 

4 
1 
2 

1 

16 
5 
2 

'"% 

6 
1 

2 

7 
2 

3 
3 

6 
6 
5 
6 
6 
1 

3 
14 
8 
4 

1 

5 
13 
14 

8 
10 
16 
10 

8 

65 

1,000-1  999 

1 

2 

46 

2,000-2,999 

23 

3,000-3,999 

8 

4,000-4,999 

1 
2 

1 

3 

5,000-9,999 

1 

3 

10,000-1.9,999 

2 

7 

1 

2 

More  than  20,000    

Total 

30 

76 

9 

4 

23 

5 

7 

13 

36 

31 

84 

150 

The  number  of  teachers  in  Germany  for  the  same  period  was  approximately 
163,000.  The  ratio  of  gross  circulation  to  the  number. of  teachers  was  thus  147 
to  100  (122  to  100  if  religious  periodicals  are  omitted),  as  compared  with  177  to 
100  for  the  United  States  (Table  14),  indicating  a  somewhat  less  general  circu- 
lation of  such  papers  than  in  the  United  States.  It  has  already  been  shown  that 
this  difference  is  more  than  fully  accounted  for  by  the  prevalence  of  method- 
device  papers  in  this  country.  Frequency  of  issue  must  be  considered  in  inter- 
preting estimates  of  circulation.  In  this  there  has  been  little  variation ;  at  least 
95  per  cent  of  all  school  journals  established  in  the  United  States  have  been 
issued  monthly,  very  often  during  10  months  or  the  u  school  year."  Horace 
Mann's  Common  School  Journal  and  a  few  others  have  been  published  semi- 
monthly ;  Barnard's  American  Journal  of  Education,  irregularly  issued,  usually 
appeared  four  or  five  times  a  year,  and  others  of  limited  circulation  could  be 
named  which  were  issued  less  often  than  10  times  annually.  Of  weeklies  there 
have  been  few,  the  most  worthy  of  note  being  the  School  Journal  of  New  York 
(1871-  )  ;  New  England  Journal  of  Education  (1875-  )  ;  the  Educational 
Weekly  of  Chicago  (1877-1881)  ;  the  Educational  Weekly  of  Indianapolis  (1883- 
1885)  ;  and  the  Educational  News  of  Pennsylvania  (published  weekly  at  different 
places,  1885-1898).  Only  four  of  importance  were  published  during  the  last 
five-year  period  of  the  century ;  two  were  semimonthly,  two  were  quarterly  or 
bimonthly,  and  about  80,  including  all  the  rest  of  any  significance,  were  monthly. 
At  the  same  time  there  were  in  Germany  3  daily,  about  50  weekly,  30  semi- 
monthly, 50  monthly,  and  15  quarterly  or  bimonthly  educational  periodicals. 
Both  France  and  England  also  show  a  greater  per  cent  of  school  journals  which 
appear  weekly.  Evidently  the  magazine  rather  than  the  newspaper  type  has 
dominated  in  the  development  of  American  educational  journalism,  though  the 
study  of  content  has  shown  the  very  great  and  increasing  share  of  attention 
given  to  news  items  for  many  years.  Just  why  periodicals  carrying  so  large  a 
per  cent  of  news  material  have  not  adopted  the  plan  of  more  frequent  issue 
might  be  difficult  to  understand  were  it  not  for  the  very  evident  great  difficulty 
of  finding  content  which  is  worth  while  even  when  issued  but  10  or  12  times 
annually.  Corresponding  with  the  great  uniformity  of  monthly  issue,  the  sub- 
scription price  of  American  school  journals  was  very  generally  from  the  first 
$1  a  year.  Similar  periodicals  in  England,  France,  and  Germany  showed  no  such 
uniformity,  though  the  average  was  probably  not  very  different.    In  considering 

113783°— 19 6 


82  EDUCATIONAL  PERIODICALS   IN   NINETEENTH   CENTURY. 

the  growth  of  circulation  this  practical  constancy  of  suhscription  price  at  all 
times  except  for  a  brief  period  when  war  prices  had  their  effect  should  he  kept 
in  mind.  A  dollar  each  year  to  a  teacher  with  a  salary  of  $40  or  $50  a  month 
would  represent  a  less  serious  investment  than  to  a  teacher  receiving  $2  a  week 
and  hoard,  or  even  $15  or  $20  a  month.  Possibly  teachers  were  more  inclined 
to  weigh  carefully  the  value  received  from  an  expenditure  which  loomed  so 
largo;  more  discerning  judgment  would  no  doubt  have  been  used  toward  the 
close  of  the  period  studied,  if  subscribing  for  a  school  journal  had  meant  the 
outlay  of  so  large  a  per  cent  of  the  week's  earnings.  In  other  words,  great  in- 
crease in  circulation  was  not  proof  of  a  proportionate  increase  of  adaptation  to 
teachers'  needs. 

Summarizing  the  discussion,  it  may  be  said  that  the  very  limited  circulation 
of  the  earlier  school  journals  was  almost  entirely  among  school  officers,  minis- 
ters, persons  prominent  in  various  other  professions,  and  among  teachers*  hold- 
ing the  more  important  positions.  The  problem  of  providing  material  sufficiently 
general  to  appeal  to  the  laity  and  of  enough  professional  content  to  prove  of 
practical  value  to  teachers  was  gradually  given  up  as  impossible  of  solution 
and  the  appeal  made  more  and  more  to  the  typical  teacher,  whose  limitations  in 
training,  experience,  and  opportunities  for  the  development  of  initiative,  re- 
sourcefulness, and  taste  have  been  the  subject  of  careful  studies  as  well  as  mat- 
ters of  common  observation.1  It  has  been  shown  that  circulation  among 
teachers  has  gradually  increased  until  the  probability  that  a  teacher  was  pro- 
vided with  some  sort  of  school  journal  was  perhaps  50  times  as  great  in  1900 
as  in  1850.  This  estimate  assumes  that  less  than  half  of  the  gross  circulation 
in  1850  was  among  teachers  and  that  tlie  number  who  subscribed  for  more 
than  one  would  not  be  proportionately  greater  at  one  time  than  at  another.  It 
should  be  observed  that  this  great  circulation  is  a  measure  also  of  the  needs 
and  tastes  of  those  who  teach;  if  ample  support  is  accorded  to  inferior  periodi- 
cals, the  real  inferiority  is  that  of  the  teachers;  if  higher  class  journals  are 
most  adequately  supported,  this  is  an  equally  valid  index  of  superior  taste. 
Facts  have  also  been  cited  which  indicate  that  the  period  of  most  rapid 
growth  of  circulation  among  school  journals  as  a  class  had  passed,  and  that 
further  development  would  probably  be  in  the  direction  of  further  speciali- 
zation and  improvement  in  the  quality  of  such  publications.  The  problem  of 
furnishing  teachers  with  at  least  some  kind  of  school  journal  having  been  solved, 
emphasis  upon  the  character  and  value  of  those  in  circulation  may  be  expected 
to  assume  greater  importance. 

1  Coffman :  The  Social  Composition  of  the  Teaching  Population,  81. 


Chapter  VIII. 
SOURCES  AND  CHARACTER  OF  SUPPORT. 


Income  from  subscriptions  and  from  advertising  constitutes  the  chief  source 
of  revenue  for  periodicals.  Before  considering  these  in  relation  to  school  jour- 
nals, several  minor  aids  to  their  financial  support  will  be  noted,  some  of  which, 
having  been  treated  -elsewhere,  need  but  to  be  recalled  at  this  point.  As  the 
first  of  these  may  be  named  State  subsidies,  quite  common  before  1875  and  con- 
tinued much  later  in  a  few  cases.  The  entire  sum  appropriated  for  this  purpose 
is  estimated  at  a  little  less  than  $300,000,  in  addition  to  comparatively  small 
sums  used  by  local  school  officers  out  of  district  funds. 

Collections  taken  at  the  State  teachers'  associations  were  a  form  of  philan- 
thropy which  yielded  an  amount  of  which  no  accurate  estimate  can  be  made, 
but  it  is  quite  safe  to  assert  that  it  was  much  less  than  that  given  by  the  States 
officially. 

A  third  means  of  support,  quite  common  in  the  earlier  periods,  was  the 
philanthropic  effort  of  well-to-do  persons  deeply  interested  in  education.  The 
sacrifices  of  some  of  the  editors  themselves  were  not  inconsiderable,  and  were 
made  with  the  full  recognition  of  the  fact  that  consciousness  of  service  rather 
than  tangible  reward  would  probably  be  the  return  for  efforts  put  forth. 

The  Connecticut  State  Board  of  Education,  in  recommending  State  aid  in 
circulating  the  Connecticut  Common  School  Journal,  is  quoted:1  "Thus  far 
its  publication  has  been  sustained  by  individual  liberality  and  principally  by 
the  sacrifices  of  the  secretary  of  the  board"  (Barnard).  The  sacrifices  of  the 
same  editor  in  maintaining  his  greater  work,  the  American  Journal  of  Educa- 
tion, have  been  mentioned,  and  less  remarkable  cases  of  editorial  zeal  were  not 
unusual.  But  in  the  passion  for  free  education  and  its  promotion  by  all  avail- 
able means  before  taxation  for  public  schools  was  well  developed,  contributions 
of  money  by  public-spirited  citizens  became  a  fairly  well  recognized  form  of 
charity,  depended  upon  to  some  extent  by  editors  of  educational  journals.  The 
editor  of  the  American  Annals  of  Education  2  quotes  the  Eclectic  Institute  Jour- 
nal of  Education:  "The  Journal  will  be  published  semimonthly  without  charge. 
For  any  sums,  however,  that  may  he  forwarded  as  contributions  to  the  cause 
of  education  a  suitable  number  of  additional  copies  shall  be  furnished  to  the 
donor  for  distribution."     After  this  quotation  the  editor  continues: 

We  owe  it  to  justice  to  state  that  a  sum  more  than  sufficient  to  circulate 
such  a  work'  gratuitously  was  paid  the  last  year  in  providing  for  and  publish- 
ing the  Annals  of  Education  and  circulating  gratuitous  copies,  and  that  our 
subscription  the  present  year  is  not  likely  to  do  more  than  discharge  this  arrear, 
leaving  all  the  labor  which  has  been  bestowed  to  be  compensated  by  that  richest 
of  rewards     *     *     *     the  hope  of  doing  good. 

The  Common  School  Assistant3  (1836)  had  been  helped  by  "a  number  of 
philanthropic  gentlemen,"  one  of  whom  sent  his  check  for  $100,  and  the  Common 

1  Rep.  of  Conn.  Bd.  of  EdM  1841,  5.  »  Vol.  I,  4,  20. 

*Amer.   Annals  of  Ed.,  1832,  301. 

83 


84  EDUCATIONAL  PERIODICALS  IN  NINETEENTH  CENTURY. 

School  Advocate  of  Illinois1  cites  these  precedents  in  making  its  own  appeal, 
as  follows : 

Perhaps  some  will  feel  so  warm  an  interest  in  the  Advocate  that  they  will 
furnish  us  the  means  for  the  gratuitous  circulation  of  a  number  of  copies. 
A  few  philanthropic  gentlemen,  feeling  the  necessity  of  a  cheap  paper  for  the 
improvement  of  common  schools,  generously  contributed  the  means  of  publishing 
50.000  copies  of  the  Common  School  Assistant,  and  a  single  individual  ordered 
20,000  copies  of  a  subsequent  number  circulated  at  his  own  expense. 

Later  the  editor  mentions  an  Illinois  citizen  who  had  paid  for  sending  the 
Common  School  Assistant'  to  every  postmaster  in  Illinois.  "A  generous  bene- 
factor "  sent  the  Massachusetts  Common  School  Journal 8  to  500  committees, 
requiring  only  that  they  pay  postage.  The  "  public "  contributed  one-third 
enough  to  pay  expenses  of  the  Rhode  Island  Educational  Magazine.4*  A  "liberal 
citizen  "  supplied  all  the  districts  of  Polk  County  with  the  Voice  of  Iowa/ 
The  book  and  supply  house  of  William  B.  Smith  &  Co.,  of  Cincinnati,  sent  the 
School  Friend  for  two  years  free  to  all  teachers,  school  officers,  or  clergymen 
who  asked  for  it,8  the  purpose  being  "  not  wholly  benevolent."  The  circulation 
reached  12,000,  and  the  periodical  was  by  no  means  a  mere  advertising  sheet. 
The  same  company  donated  $200  to  aid  the  Indiana  School  Journal.7 

Such  examples  of  private  benevolence  were  not  rare,  and  though  the  adver- 
tising of  books  and  supplies,  private  schools,  and  other  commercial  motives 
were  frequently  evident,  much  of  the  money  privately  contributed  toward  the 
circulation  of  educational  periodicals  came  as  the  result  of  genuine  faith  in 
education  showing  itself  in  unattached  philanthropy. 

As  an  organized  philanthropic  enterprise,  the  Peabody  Fund  lent  financial 
aid  to  several  school  journals  in  the  South  during  the  period  of  restoration  and 
revival  of  educational  institutions  after  the  Civil  War.  A  hundred  dollars 
annually  was  thus  used  to  circulate  the  Ohio  Educational  Monthly8  in  Ten- 
nessee; the  same  journal  was  sent  to  West  Virginia  for  a  short  time.  The 
usual  plan  was  to  furnish  $200  a  year  to  a  local  State  school  journal.  Between 
1870  and  1884  such  aid  was  continued  in  Virginia  14  years ;  West  Virginia,  10 ; 
Alabama  and  Louisiana,  5;  Arkansas  and  North  Carolina,  4;  Tennessee  and 
Texas,  2;  and  Georgia,  1  year.  The  total  amount  thus  expended  by  the  Pea- 
body  Fund  was  about  $10,000.9 

The  general  facts  of  circulation  have  already  been  presented.  In  relation 
to  financial  support,  delinquency,  large  exchange  lists,  and  uncirculated  copies, 
and  the  adverse  effect  of  State  support  upon  general  circulation  should  be 
recalled.  In  addition,  it  should  be  noted  that  every  financial  stringency 
reflected  itself  in  increase  of  delinquency  and  decrease  of  renewals  and  new 
subscriptions.10  The  stress  of  the  Civil  War  stopped  the  publication  of  all  such 
periodicals  in  the  South ;  the  increased  cost  of  paper  and  supplies,  100  to  200 
per  cent,  caused  most  of  the  surviving  journals  in  the  North  to  increase 
subscription  prices,  which,  with  no  corresponding  change  in  teachers'  salaries, 
affected  circulation  most  unfavorably.11 

1  Common  School  Advocate,  1837,  I.  3. 
»1837,   I,    16. 

8  Mass.  Com.  Sch.  Jl.,  1852,  XIV,  80. 
«R.   I.   Ed.  Mag.,   1833,   II,   4. 
•Voice,   1857,   I,  89. 
8  Sch.  Friend,  1848,  II,  98,  130. 
Mnd.    Sch.   J.,   1856,   I,   9. 
e  Ohio  Ed.  Mo.,  1869,  XVIII,  75,   141. 
8  Peabody  Ed.  Fund  Proceed.,  1870-81,  1885. 
*°Ind.  Sch.  J.,  3  862,  VII,  62,  IX,  374. 
"Ohio  Ed.  Monthly,  1864,  XIII,  152. 


SOURCES  AND  CHARACTER  OF  SUPPORT.  85 

Editorial  work  was  usually  performed  with  little  or  no  remuneration  among 
the  State  association  journals  and  the  periodicals  officially  edited,  but  aside  from 
the  cost  of  publication  there  were  many  items  of  expense.  Paid  contributors 
have  been  mentioned  in  connection  with  the  Connecticut  Common  School  Jour- 
nal, and  occasionally  State  periodicals  note  the  cost  of  their  leading  articles.1 
State  associations  sometimes  employed  State  agents,  part  of  whose  task  it  was 
to  secure  subscriptions  for  the  official  organ.2  Lectures  by  the  editor,  free  copies, 
books,  and  other  rewards  were  given  for  new  subscribers,  lists  of  names,  or  set- 
i lenient  of  arrears;  free  copies  were  very  generally  sent  to  leaders  in  order  to 
secure  their  good  will.8  Finally,  most  subscriptions  were  at  minimum  general 
rates,  and  very  often  even  lower  in  combinations  or  at  club  rates.  With  these 
facts  in  mind  it  is  not  difficult  to  accept  the  statement  so  frequently  made  that 
only  advertising  could  promise  financial  remuneration  to  editors  #nd  publishers, 
and  that  without  advertising  all  school  journals  would  have  been  conducted  at 
a  great  loss. 

With  the  exception  of  a  very  small  number  of  educational  periodicals  like  the 
School  Review,*  which  announced  in  its  opening  number  that  it  was  supported 
by  the  publication  fund  of  the  Sage  School  of  Philosophy  of  Cornell  University 
and  "  unhampered  by  financial  problems,"  or  Dr.  Barnard's  American  Journal  of 
Education,6  which  is  said  to  have  cost  its  editor  $50,000  more  than  any  and  all 
receipts  from  it,  all  educational  periodicals  have  depended  upon  advertising  for 
a  large  part  of  their  support. 

Two  important  problems  presented  themselves  in  connection  with  advertis- 
ing— what  character  of  advertisements  to  admit  and  how  to  preserve  an  inde- 
pendent and  unsuspected  attitude  in  relations  with  great  advertising  companies, 
upon  whose  patronage  all  profit  or  even  the  life  of  a  periodical  depended.  Before 
making  an  estimate  of  the  amount  of  support  derived  from  advertising,  these 
will  be  considered.  The  question  of  what  should  be  admitted  to  advertising 
columns  apparently  caused  little  room  for  difference  of  opinion  until  after  the 
Civil  War  period.  Books  and  school  supplies  occupied  most  of  the  space,  and  it 
was  clearly  out  of  the  question  for  a  school  journal  to  advertise  anything  of 
doubtful  moral  influence.  But  in  the  great  expansion  of  circulation  among 
teachers  noted  in  the  preceding  chapter,  and  the  general  growth  of  the  advertis- 
ing business,  all  this  changed.  Young  or  inexperienced  teachers  offered  a  much 
better  field  for  advertising  in  crude  and  flagrant  style  all  manner  of  near-frauds. 
Lottery  tickets,  mushroom  teachers'  insurance  schemes,  real  estate  speculations, 
and  mining  bonanzas,  fortune  tellers  and  medical  quacks,  lying  statements  with 
regard  to  irresponsible  private  schools,  and  miscellaneous  "  free  "  advertisements 
characteristic  of  the  poorest  farm  or  story  papers,  are  some  of  the  numerous 
questionable  forms  of  advertising  which  found  their  way  into  many  school 
journals.    The  following  quotation  calls  attention  to  the  situation  :e 

There  are  many  fakers  who  prey  upon  the  public  through  newspaper  advertis- 
ing, and  some  of  the  worst  rascals  get  into  reputable  periodicals  by  paying  cash 
in  advance  for  their  advertisements.  *  *  *  It  has  been  said  by  persons  \n 
a  position  to  know  whereof  they  speak  that  disreputable  advertisers  can  more 
easily  gain  access  to  the  columns  of  school  journals  and  religious  periodicals 
than  to  any  other  class  of  publications.  In  our  opinion,  the  educational  press 
can  do  a  good  thing  for  its  members  and  for  the  teaching  fraternity  by  taking  a 
firm  stand  against  fraudulent  and  other  objectionable  advertisements. 

*Ohio  Ed.  Mo.,   1874,   XXIII,  136. 
« Ind.  Sch.  J.,  1856,  I,  269  ;  II,  126. 
»Mo.  ft  of  Ed.,  1857,  I,   13. 
«Sch.    Rev.,    1893,    I. 

•  W.   S.   Monroe :   Ed.,  Labors  of  Henry   Barnard,    10-29. 

•  Sch.  News  and  Practical  Ed.,  1899,  XIII,  65. 


86  EDUCATIONAL  PERIODICALS  IN  NINETEENTH  CENTURY. 

The  worst  phase  of  the  matter  was,  perhaps,  not  so  much  that  many  absolute 
frauds  or  charlatans  were  advertised,  as  that  the  somewhat  helpless  character 
of  much  of  the  teaching  population  led  to  misunderstanding  and  loss  upon  the 
part  of  those  who  read  such  advertisements  and  had  so  little  intelligence  as  to 
take  them  literally.  Consider  the  possible  effect  upon  an  ignorant  child,  who 
wished  to  secure  a  certificate  at  once  and  begin  teaching,  of  the  following  which 
was  part  of  a  full-page  advertisement  of  a  widely  circulated  school  journal : 

"  We  have  the  largest  normal  school  in  the  world  and  have  graduated  over 
10,000  teachers  during  the  past  five  years.    We  guarantee  satisfaction." 

This  followed  a  statement  that  if  time  and  money  were  of  no  importance,  a 
regular  normal  school  might  be  considered,  but  the  cheapest  and  quickest  way  to 
secure  a  "  normal  education "  was  to  send  $3.25  to  enroll.  The  institution 
advertised  was  a  correspondence  concern  of  short  life.  W7hile  there  were  fortu- 
nately several  school  journals'which  were  as  careful  about  the  kind  of  advertis- 
ing matter  admitted  as  the  average  magazine,  it  can  not  be  said  that  as  a  class 
the  character  of  the  advertising  pages  from  1880-1900  was  a  matter  to  be  proud 
of,  though  signs  of  improvement  were  in  evidence. 

The  maintenance  of  an  independent  and  unsuspected  attitude  in  relation  to 
school-book  advertising  became  a  problem  with  the  growth  of  the  large  publish- 
ing houses.  It  is  not  difficult  to  discover  that  a  large  per  cent,  perhaps  a 
majority  of  those  interested  in  the  early  school  journals,  were  authors  or  publish- 
ers of  textbooks,  and  both  the  advertising  pages  and  reviews  of  "  books  by  the 
editor  "  often  show  their  leaning.  Competition  of  rival  companies  soon  gave 
commercial  value  to  such  preferences  and  accordingly  made  the  editors'  problem 
more  that  of  neutrality.  The  Teacher  and  Western  Educational  Magazine1 
states  the  case  as  follows : 

These  advertisements  go  largely  toward  sustaining  the  expense  of  publication, 
perhaps  one-half  or  more;  if  a  decided  preference  be  given  (to  certain  books) 
*  *  *  then  the  publishers  of  those  works  which  are  not  commended  with- 
draw their  advertising.  The  journal  is  therefore  muzzled,  and  it  dare  not  speak 
out,  however  meritorious  and  superior  a  work  may  be  that  appears,  and  however 
advantageous  its  introduction  into  the  schools  might  be. 

The  same  difficulty  is  shown  more  graphically  by  the  editor  of  the  Michigan 
Teacher: 2 

In  the  criticism  of  educational  works  it  is  our  purpose  to  pursue  an  independent 
course,  discussing  with  candor  *  *  *  the  merits  of  such  books  as  seem 
worthy  of  notice.  It  is  certainly  a  matter  of  profound  regret  that  so  little  dis- 
crimination is  used  in  the  criticisms  which  usually  appear  in  our  educational 
journals.  It  has  seemed  to  us  that  such  notices  were  written  when  spectral 
booksellers  were  peering  over  editors1  shoulders,  dictating  terms  of  commenda- 
tion and  threatening  displeasure  and  consequent  loss  of  patronage  whenever 
their  manhood  prompts  an  adverse  though  honest  expression  of  opinion.  We 
fully  understand  that  in  these  days  when  printers  make  large  bills  without  com- 
punction, advertising  patronage  is  not  to  be  despised;  yet  we  hope  this  will 
never  tempt  us  to  withhold  our  honest  opinion  of  every  work  under  considera- 
tion. 

It  is  not  impossible  to  realize  the  position  of  editors  with  such  advertising. 
Without  it,  no  unsubsidized  school  journal  at  any  time  could  long  maintain  it- 
self. It  was  perhaps  due  to  this  necessity  for  caution  in  book  reviews  that  they 
almost  universally  lost  all  semblance  of  value  as  estimates  of  books  under  con- 
sideration. 

The  independent  and  unsuspected  attitude  was  even  more  difficult  in  the  few 
cases  of  educational  journals  published  by  large  book  publishing  houses.  The 
editor  of  an  ordinary  State  association  or  independent  periodical,  if  the  author 

*  1853,  I,  302.    ^  •  18G6,  I,  2,  3. 


SOURCES  AND  CHARACTER  OF  SUPPORT.  87 

of  a  few  textbooks,  might  be  prejudiced  in  their  favor ;  the  large  publishing  house 
encountered  the  same  problem  with  regard  to  a  large  list  of  books.  And  no  mat- 
ter how  nearly  neutral  all  book  references  might  be,  rivals  were~still  suspicious. 
The  editor  of  the  American  Annals 1  in  commenting  upon  school  papers  says : 

These  are  becoming  quite  numerous.  Ohio  has  three,  and  another  is  proposed. 
Illinois  has  one.  *  *  *  We  can  scarcely  have  too  many  of  these  journals 
provided  they  are  conducted  in  the  right  spirit,  by  judicious  men,  and  for  fight 
purposes.  But  if  they  are  designed,  as  we  fear  some  of  them  are,  such,  for  ex- 
ample, as  the  Common  School  Advocate,  of  Cincinnati,  chiefly  to  "puff"  or  sell 
certain  books  or  accomplish  certain  local  purposes,  they  will  be  of  little  service 
and  in  the  end  perhaps  a  nuisance. 

The  first  school  journal  published  by  one  of  the  large  book  companies,  the 
American  Educational  Monthly,2  devoted  more  than  100  pages  to  a  defense  of 
one  of  the  company's  books,  and  drew  largely  upon  its  textbooks  for  its  articles 
upon  method.  Its  successor,  The  National  Teachers'  Monthly,*  deemed  it  neces- 
sary in  its  opening  number  to  proclaim  its  independence,  stating  that : 

Although  issued  by  a  book  publishing  house,  the  National  Teachers  Monthly 
will  rise  above  all  private  interests;  will  have  strong  convictions  and  express 
them. 

Nevertheless  a  very  great  per  cent  of  the  pages  of  this  periodical  during  most 
of  its  existence  was-  filled  with  quotations  from  books  issued  and  sold  by  its 
publishers,  who  also  occupied  more  than  half  of  the  advertising  space.  The 
public's  keen  suspicion  of  anything  having  corporate  interests  as  its  moving 
force  and  the  discriminating  sense  of  editors  made  these  periodicals  the  subject 
of  much  unfriendly  notice  by  rival  "  independent "  publications.  So  long  as 
they  were  issued  free  and  frankly  for  advertising  purposes  less  adverse  criti- 
cism occurred. 

The  proportion  of  support  derived  from  advertising  increased  from  the  first 
until  in  many  instances  it  ceased  to  be  the  case  of  an  educational  journal  de- 
voting part  of  its  space  to  advertising  and  became  that  of  an  advertising  sheet 
carrying  a  few  columns  of  school  news  or  petty  schoolroom  devices.  In  the 
former  circulation  was  an  important  source  of  revenue;  in  the  latter  money 
received  from  circulation  was  almost  a  negligible  quantity  when  compared  with 
the  added  advertising  value  of  a  large'  subscription  list.4  Newspapers  and 
periodicals  in  general  secured  a  little  less  than  half  of  their  support  from  ad- 
vertising in  1880,  and  considerably  more  than  half  in  1900,5  and  a  study  of  ad- 
vertising pages  and  published  rates  indicates  that  school  journals  depended  no 
less  upon  this  source  of  income.  In  relation  to  advertising  as  well  as  circula- 
tion, the  local  journal  was  at  a  disadvantage.  The  competition  of  successful 
journals  of  wide  circulation  is  mentioned  as  a  serious  problem  as  early  as  1S70,6 
before  any  educational  periodicals  of  very  large  circulation  were  in  the  field. 
The  advantage  o*f  a  large  subscription  list  showed  itself  both  in  higher  rates 
and  in  the  increased  amount  of  space.  Journals  of  the  method-device  type 
from  1880-1900  averaged  about  20  per  cent  larger  proportion  of  advertising 
material  than  those  of  the  local  group,  and  some  others  carried  an  even  greater 
amount. 

From  the  discussion  of  support  it  may  be  seen  that  school  journals  as  a  class 
have  been  close  to  the  poverty  line.  Even  ordinary  advertising  was  not  suffi- 
cient to  keep  many  alive  and  render  a  few  prosperous.  Two  auxiliary  enter- 
prises associated  themselves  with  educational  periodicals  very  early  and  very 

*1838,  VIII,  285.  ••North,    85. 

*  1864-1874,   I,   XI.  »U.  S.  12th  Census,  IX,  Part  III,  1040. 

•1874,   I,   20.  «Ohio  Ed.  Mo.,  1870,  XIX,  468. 


88  EDUCATIONAL  PEKIODICALS  IN  NINETEENTH   CENTURY. 

naturally — the  school-supply  business  and  the  teachers'  agency-  No  specific 
mention  has  been  made  of  either  of  these,  for  with  few  exceptions  all  the  more 
prosperous  journals  since  1870  were  connected  with  one  or  both  of  these.  The 
writer  has  been  unable  to  find  more  than  a  few  in  general  or  local  circulation 
among  teachers  during  a  period  of  five  or  more  years  since  1870  not  partly 
dependent  upon  these  for  support.  And  in  the  case  of  these  few,  especially 
in  the  State  or  local  group,  it  was  usually  State  aid  in  the  form  of  a  direct 
appropriation  or  substantial  clerical  assistance  or  office  quarters  furnished  at 
State  expense  that  kept  these  periodicals  alive. 

A  summary  of  all  that  has  been  indicated  in  this  and  preceding  chapters 
concerning  support  would  show  that  the  problem  has  seldom  been  satisfactorily 
solved.  Philanthropy,  no  matter  how  disinterested  and  commendable,  has  not 
been  sufficient  in  extent  to  constitute  a  large  element.  The  theory  involved  In 
State  subsidies  is  plausible  enough;  it  would  seem  to  make  possible  placing 
before  teachers  or  officers  a  better  periodical  than  they  were  willing  to  pay  foir, 
but  it  would  be  difficult  indeed  to  prove  the  superiority  of  subsidized  journals. 
And  though  the  great  dependence  upon  advertising  and  auxiliary  undertakings 
of  commercial  nature  has  often  proved  a  deleterious  influence,  and  ambitious 
editors  have  found  that  their  high  ideals  of  content  have  carried  them  above 
the  paying  level,  it  is  the  belief  of  the  writer  that  independent  editorship,  when 
united  with  reasonable  business  ability,  has  produced  the  best  periodicals.  A 
few  superior  editors,  however,  might  have  achieved  a  higher  degree  of  leader- 
ship and  wrought  more  effectively  had  they  been  aided  by  some  fund  or  endow- 
ment which  exercised  no  trammeling  influence  upon  their  activities.  Such  an 
endowment  should  yield  large  returns  to  education  in  the  improvement  of  edu- 
cational periodicals. 


Chapter  IX. 
SUMMARY  AND  PRESENT  TENDENCIES. 


The  development  of  educational  periodicals  has  been  sketched  from  remote 
and  general  European  origins.  Broadly  speaking,  after  pioneer  efforts,  three 
stages  may  be  marked— the  official,  State  teachers'  association,  and  independent 
or  commercial,  though  official  connections  have  not  entirely  disappeared  and 
commercial  motives  were  always  strongly  in  evidence.  Originally  circulated 
among  school  officers  and  among  the  more  influential  classes  of  the  general 
public,  rather  than  among  the  rank  and  file  of  those  who  taught,  their  content 
has  gradually  been  made  more  professional  until  few  except  teachers  would  be 
expected  to  find  value  in  the  pages  of  95  per  cent  of  them.  A  brief  summarizing 
statement  of  the  more  important  tendencies  of  this  study  will  be  given. 

Specialization,  in  addition  to  being  responsible  for  the  State  periodicals  and 
the  short-lived  county  journals,  showed  itself  in  many  efforts  to  meet  the  needs 
of  grade  teachers,  high-school  teachers,  kindergartners,  and  minor  interests 
and  groups.  Nearly  every  educational  fad  or  fashion  develops  its  special  organ. 
Such  minor  educational  movements,  as  a  rule,  being  short-lived,  but  zealously 
advocated  by  a  few,  their  periodicals  have  usually  been  intensely  devoted  to 
their  one  ideal,  and  decline  or  disappear  when  interest  in  the  "  reform " 
wanes.  Such  ventures,  it  may  be  noted,  were  increasingly  numerous  toward 
the  close  of  the  century,  and  may  be  expected  to  continue  to  be  launched. 
Their  chances  of  surviving  as  long  as  five  years  are  certainly  not  greater  than 
1  in,  5,  if  the  period  from  1870-1900  may  be  taken  as  a  general  indication 
of  their  probable  success. 

The  local  school  journals,  originally  designed  to  promote  State  systems  of 
education  to  constitute  an  official  medium  between  State  and  local  school 
officers,  or  to  "contain  the  reports  and  addresses  of  State  teachers'  associations, 
performed  an  unmeasured  but  very  large  service.  No  one  can  read  extensively 
among  the  volumes  issued  before  1870  without  being  impressed  with  the  great 
zeal  for  public  education  displayed  by  their  editors  and  supporters,  and  when 
the  character  of  their  content  and  circulation  is  considered,  there  can  be  no 
doubt  of  their  having  exercised  considerable  influence  in  creating  and  shaping 
school  systems,  and  in  diffusing  liberal  views  of  what  public  education  should 
become.  They  have,  however,  encountered  limitations  in  nearly  every  direction. 
Financially,  they  have  never  been  independent ;  when  not  openly  subsidized  by 
the  State  they  have  leaned  upon  official  patronage  of  various  kinds — advertis- 
ing advantages,  printing  contracts,  or  clerical  assistance  due  to  connection  with 
the  educational  department  of  State  governments,  or  associated  themselves  with 
commercial  teachers'  agencies  and  the  school  supply  business.  They  have  sel- 
dom been  able  to  support  editors  of  ability  who  could  profitably  spend  much 
time  in  conducting  them,  with  the  result  that,  as  a  class,  it  may  be  said  that 
State  school  journals  have  been  poorly  edited.  By  name  and  nature  the  circula- 
tion of  such  periodicals  was  limited  to  a  single  State.  With  the  growing  im- 
portance of  method  content  they  were  unable  to    compete    with    the    widely 

89 


90  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

circulated  method  journals  which  had  greater  advertising  patronage  and  better 
facilities  for  securing  the  services  of  regular  contributors.  Question  books 
made  lists  of  examination  questions  available  without  subscribing  for  a  school 
journal.  School  laws,  less  subject  to  change  and  better  understood,  ceased  to 
be  dependent  upon  school  periodicals  for  explanations  and  comments ;  improved 
office  facilities,  especially  the  use  of  such  machines  as  the  mimeograph  and 
multigraph,  have  made  possible  more  prompt  and  extensive  circular  letter  corre- 
spondence, thus  further  supplanting  the  local  journal  as  an  official  medium  or 
even  the  bearer  of  official  news.  State  teachers'  associations  have,  in  general, 
much  larger  membership  than  formerly,  which  increases  the  distribution  of 
copies  of  their  reports,  and  this  largely  removes  addresses  delivered  or  papers 
read  at  the  annual  meeting  from  the  legitimate  content  of  the  local  journal, 
since  few  care  to  pay  for  material  which  will,  a  little  later,  be  received  with- 
out expense.  Papers  read  at  local  gatherings,  or  teachers'  institutes,  which 
have  often  taken  the  space  formerly  occupied  by  State  association  discussions, 
may  be  considered  as  a  class  to  have  much  greater  value  for  their  writers  than 
for  subscribers  at  large,  who  are  apparently  expected  to  read  them.  Still 
further  tending  to  reduce  the  field  once  occupied  by  the  local  journal,  State 
departments  of  education  have  recently  shown  a  tendency  to  publish  an  in- 
creased number  of  bulletins,  directories,  and  special  reports,  some  of  these 
issued  periodically;  and  a  number  of  the  State  associations  and  the  National 
Education  Association  are  publishing  their  proceedings  quarterly  or  monthly, 
which  lends  them  something  of  the  nature  of  a  periodical.  In  consideration  of 
the  foregoing,  it  would  seem  that  local  journals  have  preeminence  only  in  the 
field  of  local  school  news.  The  general  purpose  ideal  of  the  local  journal  seems 
to  be  impossible  of  realization  when  all  the  factors  are  considered.  As  a  smaller 
and  less  inclusive  type  of  publication,  frankly  finding  its  function  in  giving 
school  news,  the  local  journal  would  have  a  field  of  its  own.  And  adopting  the 
educational  newspaper  ideal  would  probably  result,  as  in  England,  France,  and 
Germany,  in  greater  frequency  of  issue  for  this  class  of  periodicals. 

The  method  and  device  journals  began  and  continued  as  a  specialization  to 
meet  the  needs  of  teachers  actually  engaged  in  the  work  of  instructing  children 
in  common  school  subjects.  It  would  seem  that  with  the  growth  of  departmental 
teaching,  such  journals  might  be  expected  to  develop  for  each  branch  in  the 
curriculum,  and  pioneers  in  this  newly  specialized  field  of  single  subject  pub- 
lications show  a  tendency  to  give  less  attention  to  devices  of  presentation  and 
more  to  securing  good  supplementary  content.  While  their  problems  are  differ- 
ent, there  seems  to  be  no  final  reason  why  grade  teachers  should  not  have  as 
serious  studies  of  the  subjects  they  teach  as  are  available  for  their  colleagues 
in  high  schools,  instead  of  so  much  of  what  has  been  named  "  method  chasing  " 
as  has  usually  been  characteristic  of  their  professional  papers.  But  the  largest 
single  field  for  publishers  of  school  journals  to  snpply,  is  that  of  grade  and  rural 
teachers  who  give  instruction  in  many  subjects.  So  long  as  the  majority  of 
these  want  ready-made  devices  and  lesson  plans  fully  elaborated,  with  questions 
and  material  assembled,  so  long  will  such  material  be  characteristic  of  the 
most  generally  circulated  school  journal.  It  should  also  be  noted  that  the  bet- 
ter method  papers  have  developed  many  exceedingly  helpful  aids  for  which  the 
epithet  of  "  ready  made  "  should  carry  no  adverse  significance.  These  neither 
recognize  nor  violate  important  educational  principles,  but  free  teachers  from 
the  routine  or  even  manual  efforts  of  much  mechanical  work,  which  would  be 
slightly,  if  any  better,  for  being  original  or  executed  to  meet  expressly  a  local 
situation.  It  has  by  no  means  universally  been  the  most  ignorant  or  incapable 
teachers  who  have  asked  for  practical  helps  for  schoolroom  work,  and  the  con- 


SUMMARY  AND  PRESENT  TENDENCIES.  91 

I 
ception  of  what  is  practical  may  be  expected  to  change  with  general  improve- 
ment of  the  teaching  force. 

The  group  of  periodicals  devoted  to  higher  education  and  to  serious  studies 
of  education  has,  of  course,  been  of  many  times  greater  importance  than  their 
inconsiderable  circulation  would  seem  to  indicate;  and  the  number  of  these 
showed  a  tendency  to  increase  much  more  evident  if  the  catalogue  of  those  in  ex- 
istence in  1916  be  compared  with  the  list  of  those  published  in  1885  or  1900. 
The  value  of  this  class  of  periodicals  consists  not  alone  in  the  quality  and  plane 
of  the  studies  they  contain,  but  in  the  fact  that  these  almost  alone  among  edu- 
cational periodicals  give  us  a  considerable  point  of  contact  with  educational 
movements  of  the  past,  or  in  other  countries.  They  are  seriously  concerned  with 
principles  and  the  philosophy  which  must  underlie  any  sane  or  large  views 
of  education,  rather  than  the  ephemeral  expedients  of  educational  machinery, 
and  they  make  possible  worthy  comparisons  of  our  methods  of  solving  school 
problems  by  occasional  discussions  of  the  means  used  in  other  times  and  by 
other  peoples.  It  is  not  too  much,  perhaps,  to  say  that  the  tendency  to  over- 
emphasize the  external  phases  of  education,  illustrated  by  our  magnificent 
school  buildings  filled  too  often  with  mediocre  or  inferior  teachers,  and  the 
general  readiness  of  the  educational  public  to  seize  upon  and  advocate  super- 
ficial remedies  for  school  situations  of  fundamental  social  importance,  are  due 
to  lack  of  acquaintance  with  the  experience  of  the  educational  world  of  which 
we  form  a  part.  This  small  group  of  journals  performs  the  important  service 
of  connecting  us  with  this  world  by  furnishing  educational  thought  detacherl 
from  the  immediate  problems  of  how  to  teach,  or  manage,  or  finance,  or  regulate 
our  schools.  As  the  general  intelligence  of  teachers  rises,  there  will  doubtless 
be  a  greatly  increased  demand  for  such  periodicals. 

The  proper  function  of  the  school  journal  can  be  definitely  stated  only  when 
due  regard  is  given  to  diverse  interests  and  varying  intellectual  levels  among 
teachers.  In  addition  to  educational  news,  which  in  itself  is  worth  while,  it 
should  contain-  vital  general  content  of  interest  to  all  students  of  education. 
Ideally  this  should  include  all  who  teach ;  practically  only  a  small  per  cent  of 
teachers  devote  much  attention  to  educational  matters  not  closely  connected  with 
their  own  work.  The  only  means  by  which  a  teachers'  periodical  can  realize 
its  purpose  widely  is  to  approximate  the  plane  of  the  multitude.;  in  doing  this 
it  will  meet  disapproval  from  many  able  minds  which  do  not  need  specific  helps 
and  to  some  extent  from  educational  leaders  who  naturally  would  prefer  a 
greater  amount  of  material  of  less  mechanical  nature.  But  the  educational 
journal  which  does  not  furnish  a  large  amount  of  directly  applicable  content 
finds  itself  isolated — read  by  a  select  class,  important  but  not  large.  It  is  not 
a  question  of  expense;  the  best  high-grade  educational  periodicals  would  not 
be  widely  read  if  circulated  gratuitously,  owing  to  the  fact  that  their  intellec- 
tual level  and  that  of  the  majority  of  teachers  do  not  coincide.  It  is  a  sign  of 
a  better  culture  level  among  teachers  that  the  character  of  the  specific  material 
in  school  journals  is  improving;  when  all  such  periodicals  reach  the  plane  of 
furnishing  a  considerable  amount  of  serious  general  material  upon  education, 
along  with  valuable  specific  helps  based  upon  sound  principles,  it  will  be  possible 
to  aver  that  they  are  realizing  their  proper  function  in  the  fullest  degree. 


LIST  OF  EDUCATIONAL  PERIODICALS. 

The  accompanying  list  includes,  in  most  cases,  dates  of  establishment  and  last 
issue ;  auspices,  if  other  than  private,  under  which  the  periodical  was  conducted, 
and  mention  of  other  important  features,  prior  to  1900,  such  as  long  terms  of 
editorship.  Unless  specifically  stated  as  otherwise,  monthly  publication  is  indi- 
cated. For  convenience  the  list  is  divided  into  three  groups.  The  first  includes 
all  educational  periodicals  established  before  the  close  of  1875 ;  the  second,  all 
of  importance  whose  first  appearance  was  since  that  time ;  the  third  embraces 
a  miscellaneous  collection  of  unimportant  or  short-lived  publications  since  1875, 
but  excludes  county  papers. 

The  following  abbreviations  are  employed:  Those  conventionally  used  to 
indicate  States ;  S.  T.  A.  for  State  Teachers'  Association ;  and  ±  for  date  of  last 
issue.  The  name  Barnard  in  parentheses  following  that  of  a  periodical  indicates 
that  the  only  information  concerning  it  was  taken  from  Dr.  Barnard's  list. 

A.  EDUCATIONAL  PERIODICALS  ESTABLISHED  BEFORE  1876. 

1811. 

Jan.  Juvenile  Monitor  or  Educational  Magazine.     New  York. 

Henry  Barnard  states  that  this  was  the  earliest  serial  publication  in  this 
country  devoted  to  education  and  names  Albert  Pickett  as  its  editor.  (Bar- 
nard's American  Journal  of  Education,  1875,  Vol.  XXV,  p.  942.) 

1818. 

Feb.  The  Academician. ...  New  York. 

Semimonthly.  Conducted  by  Albert  and  John  Pickett,  president  and  cor- 
responding secretary,  respectively,  of  the  "  Incorporated  Society  of  Teachers." 
Twenty-five  numbers  issued.      ±  January  29,  1820. 

1826. 

Jan.  American  Journal  of  Education.     Boston. 

William  Russell,  editor.  Became  bimonthly,  1829  ;  called  American  Journal 
of  Education  and  American  Lyceum,  1830  ;  ±  July,  1830,  continued  in  Ameri- 
can Annals  of  Education. 

Nov.  Teachers'  Guide  and  Parents'  Assistant.     Portland,  Me. 

Semimonthly.  J.  L.  Parkhurst,  editor.  ±  1828.  Incorporated  with  Ameri- 
can Journal  of  Education,  March,  1828.  Infant  school,  Pestalozzian  method ; 
quotations  from  Neef,  Griscom,  Jardine,  Edgeworth,  and  local  papers. 

1829. 

Apr.  The  School  Magazine.     Boston. 

W.  C.  Woodbridge,  editor.      ±  1829.      (Barnard.) 

American  Quarterly  Register  and  Journal  of  the  American   Education 
Society.     Andover,  Mass. 

Conducted  by  secretary  of  the  society.  ±  1843.  (Not  a  school  periodical 
primarily.)  Concerned  chiefly  with  higher  education  and  the  education  of 
theological  students  ;  part  of  each  number  devoted  to  educational  intelligence ; 
one  or  two  comprehensive  surveys  of  public  education  based  upon  official 
reports,  personal  observation,  and  correspondence  of  the  editor. 

1830. 

June.  Education  Reporter  and  Weekly  Lyceum.     Boston. 

Published  by  Willis  and  Rand  at  office  of  Boston  Recorder.  Rev.  A.  Rand, 
editor.  Infant  schools,  Lancaster,  Fellenberg.  Wide  range  of  educational 
topics — teachers,  method,  discipline,  books  and  apparatus,  course  of  study. 
±  January,  1831. 

July.  The  Schoolmaster.    Hempstead,  L.  I. 

Semimonthly.  Timothy  Clowes,  editor.  Mentioned  as  devoted  to  the  interest 
of  teachers  and  scholars  especially  of  common  schools.  Probably  only  one  or 
two  numbers  issued. 

92 


LIST  OF  EDUCATIONAL  PERIODICALS.  93 

1830. 

Aug.  American  Annals  of  Education  and  Instruction  and  Journal  of  Literary 
Institutions.     Boston. 

W.  C.  Woodbridge,  editor,  1831-1838;  M.  F.  Hubbard,  editor,  1839.  Con- 
ducted by  William  Alcott  during  1837.      ±  December,  1839. 

.1831. 

July.  Academic  Pioneer.    Cincinnati. 

By  Western  Academic  Institute.     ±  1831 ;  only  few  numbers  issued. 

Dec.  Reporter  and  Journal  of  Education.    Boston. 

W.  C.  Woodbridge,  editor.     ±  1831.     (Barnard.) 
H832. 

Jan.  Journal  of  Instruction  of  the  Philadelphia  Association  of  Teachers.    Phila- 
delphia. 

Semimonthly.     ±  March,  1832.     (Barnard.) 
1832. 
Apr.  Eclectic  Institute  Journal  of  Education.    Lexington,  Ky. 

B.  O.  Peers,  editor. 

July.  Family  Lyceum.     Boston. 

J.   Holbrook,  editor.      ±    1832.      (Self-Instructor  and  Journal  of  the  Uni- 
versal Lyceum,  New  York,  1842-43,  by  the  same  editor.) 
1833. 
June.  Southern  Journal  of  Education.    Georgia. 

(Barnard.) 
I83'h 

• Inciter.    Lancaster,  Pa. 

Schoolmaster  and  Academic  Journal.  Oxford,  Ohio.     ±  1834. 

1835. 

Jan.  Monthly  Journal  of  Education.    Princeton,  N.  J.  (Philadelphia). 

E.  C.  Wines,  editor  of  first  six  numbers ;  removed  to  Philadelphia  and  called 
Monthly  Advocate  of  Education  ;  but  no  more  numbers  issued  until  January, 
1836;  then  called  Schoolmaster  and  Advocate  of  Education.  J.  Frost,  editor. 
±  1830.  Much  quotation  from  Cousin's  report  and  London  Journal  of 
Education. 

1836. 

Jan.  Common  School  Assistant.    Albany,  N.  Y. 

J.  Orville  Taylor,  editor.  Nearly  40,000  copies  monthly  circulated  during 
first  year,  to  a  ereat  extent  gratis,  through  the  efforts  of  "  a  number  of  philan- 
thropic gentlemen."  ±  April,  1840.  Cousin's  report,  short  articles  on 
method.     Fellenberg,  Pestalozzi. 

1837. 

Jan.  Common  School  Advocate.    Madison,  Ind. 
William  Twining,  editor.      ±   1837. 

Jan.  Common  School  Advocate.     Jacksonville,  111. 

Published  for  one  year  by  E.  T.  and  C.  Gowdy  ;  edited  by  Rev.  Theron  Bald- 
win. ±  November  or  December,  1837.  Cousin's  reports,  extracts  from  State 
reports. 

Jan.  Common  School  Advocate.    Cincinnati 
±   1841.      (Barnard.) 

Jan.  Universal  Educator.     Cincinnati. 
Nathaniel  Holly,  editor. 

Mar,  Western  Academician  and  Journal  of  Education  and  Science.    Cincinnati. 
John  W.  Pickett,  editor.     Organ  of  Western  Literary  Institute.      ±  c  Feb- 
ruary, 1838.     Female  education.     Stowe's  report,  Lancaster,  Pestalozzi ;  chief 
contributors,  Pickett,  McGuffy,  and  various  ministers. 

1838. 

Mar.  Journal  of  Education.     Detroit. 

Last  two  numbers  of  Vol.  I  and  all  of  Vol.  II  issued  from  Marshall,  111. 
John  D.  Pierce,  State  superintendent,  editor.  Sent  to  all  school  boards  at 
State  expense.  ±  at  end  of  second  volume,  February,  1840.  Cousin's  (Prus- 
sian) report  in  full ;  Stowe's  report,  comments  of  superintendent. 

Alar.  Ohio  Common  School  Director. 

Samuel  Lewis,  State  superintendent,  editor.  Circulated  at  State  expense. 
Stowe's  report,  addresses  of  State  superintendent,  Cousin's  reports.  Cir- 
culated a  year. 

Apr.  Pestalozzian.     Akron,  Ohio. 

Sawtell  and  Smith,  editors.     ±  1838. 


94  EDUCATIONAL  PERIODICALS   IK  NINETEENTH   CENTURY. 

1888. 

Apr.  The  Educator.     Easton,  Pa. 

Semimonthly.      Edited   by   teachers   of  Lafayette   College.      ±    August   15, 

1839.     Quotations  from  State  reports,  Stowe's  report,  German,  English,  and 

Dutch  education,  Fellenberg. 

July.  Educational  Disseminator.    Cincinnati. 

A.  and  J.  W.  Pickett,  editors.     ±  1838. 

Aug.  Connecticut  Common  School  Journal.     Hartford. 

Published  under  direction  of  Board  of  Commissioners  of  Common  Schools  ; 
Henry  Barnard,  secretary  of  board,  editor.  Suspended,  1842  ;  revived  by  Bar- 
nard in  1851  as  Connecticut  Common  School  Journal  and  Annals  of  Educa- 
tion, and  edited  by  him,  1851-1854 ;  continued  (new  series)  as  organ  of 
C.  S.  T.  A.,  1854-1866,  under  management  of  committee  of  editors.  Sent  to 
all  school  visitors  at  expense  of  State  during  most  of  the  time.  A  few 
volumes  published  at  New  Britain.     ±  December,  1866. 

1839. 

Jan.  Common  School  Journal.     Boston. 

Semimonthly.  Horace  Mann,  secretary  Massachusetts  Board  of  Education, 
editor,  1839-1848  ;  William  B.  Fowle,  editor,  1849-1852.     ±  December,  1852. 

Jan.  Family  and  School  Visitor.    Bangor  and  Portland,  Me. 
Cyril  Pearl,  editor. 

mo. 

Mar.  District  School  Journal  for  the  State  of  New  York.    Albany. 

First  volume  issued  from  Geneva.  Francis  Dwight,  editor,  1840-1845 ; 
S.  S.  Randall,  1846-1847,  1850  ;  Rev.  W.  H.  Campbell  and  Edward  Cooper  each 
editor  for  a  year  or  more.  State  subscribed  for  more  than  10,000  copies  an- 
nually, 1841-1850.  "united  with  New  York  Journal  of  Education  as  District 
School  Journal  of  Education  of  the  State  of  New  York,  May,  1851.  ±  April, 
1852. 

mi. 

Jan.  Mirror  and  Students'  Repository-     Newbury,  Vt. 

"  Devoted  to  the  interests  of  common  school  education,  science,  and  litera- 
ture."     ±  December,  1841. 

May.  Illinois  Common  School  Advocate.     Springfield. 

Published  under  auspices  of  Illinois  State  Teachers'  Society ;  E.  R.  Wiley 
and  A.  T.  Bledsoe,  publishing  committee.  Only  five  numbers  issued,  May- 
September. 

Nov.  Mental  Cultivator.     Poughkeepsie. 

Isaac  Harrington,  editor.      ±   October,  1842. 

m2. 

Apr.  Western  School  Journal.    Louisville,  Ky.  (or  Covington?). 
O.  S.  Leavitt,  editor.     ±  1842. 

1848. 

Oct.  Southern  Educational  Journal.     Mobile,  Ala. 
F.  H.  Brooks,  editor.      (Barnard.) 

Jan.  Common  School  Journal  of  the  State  of  Pennsylvania,  Philadelphia. 

"  Published  under  supervision  of  the  Superintendent  of  Common  Schools 
of  the  Commonwealth."  John  S.  Hart,  editor.  ±  December,  1844.  Pennsyl- 
vania laws  and  reports,  quotations  from  Mann  and  Barnard. 

Feb.  Teachers'  and  Pupils'  Advocate.     Philadelphia. 
E.  Rea,  editor.     (Barnard.) 

/.S'.'/J. 

Sept.  Teachers'  Advocate.     Syracuse,  N.  Y. 

Edward  Cooper,  editor,  1845-1847.  Removed  to  New  York,  united  with 
American  Journal  of  Education,  1847.     ±  May,  1847. 

Nov.  Journal  of  Rhode  Island  Institute  of  Instruction. 

Edited  by  Henry  Barnard  and  committee  of  editors.  First  volume  included 
14  numbers  and  13  extras  ;  second  and  third  volumes  even  larger.  ±  January, 
1849. 

me. 

Jan.  Practical  Educator  and  Journal  of  Health,  Boston. 
William  W.  Cornell,  M.  D.,  editor.     ±  1849. 

July.  Essex  County  Constellation.     Newburyport,  Mass. 

Weekly.  John  S.  Foster,  editor.  With  16  contributors,  four  being  ministers, 
the  rest  chiefly  schoolmen,     hk  June,  1847, 


LIST   OF  EDUCATIONAL  PERIODICALS.  95 

181,6. 

July.  Ohio  School  Journal.     Kirtland. 

A.  D.  Lord,  editor.     Removed  to   Columbus  after  first  year.      ±   January, 

1850,  united  with  School  Friend  of  Cincinnati. 

Oct.  Common  School  Advocate.     Indianapolis. 

H.  F.  West,  editor.     One  number  published. 

Oct.  School  Friend.    Cincinnati. 

W.  B.  Smith  &  Co..  publishers.  Gratuitous  circulation  during  first  two 
years ;  united  with  Ohio  School  Journal,  January,  1850,  and  called  School 
Friend  and  Ohio  Journal  of  Education.     +   September,  1851. 

Nov.  Free  School  Clarion.     Masillon,  Ohio. 

Conducted  by  Dr.  W.  Bowen  until  1S48  ;  then  "by  Lorin  Andrews  and  M.  D. 
Leggett.     ±  c  1849. 

18J,7. 

Jan.  Connecticut  Common  School  Manual.     Hartford. 

Rev.  Merrill  Richardson,  editor.  Two  annual  volumes  issued ;  was  the 
taken  over  by  Connecticut  S.  T.  A.     ±  December,  1848. 

Jan.  Educational  Magazine  and  Review.     Boston. 

J.  W.  Ingrahara,  editor.     Only  one  number  issued.     (Barnard.) 

Jan.  Northwestern  Educator  and  Magazine  of  Literature  and  Science.    Chicago. 
J.   L.  Enos  and  associate   editors   in    1847  ;   later   Enos   became   editor   and 
publisher.      ±    1849.     The   object  stated  to  be  the  exposure   of  the  dangers 
of  fallacious  theories  of  education  and  setting  forth  and  defense  of  true  prin- 
ciples. 

Feb.  American  Journal  of  Education.     New  York. 

Joseph  McKeen,  editor.  May.  1847.  united  with  Teachers*  Advocate  and 
continued  as  New  York  Journal  of  Education.  ±  May,  1851,  consolidated 
with  District  School  Journal. 

Feb.  Public  School  Advocate.     Houston,  Tex. 

Conducted  by  Texas  Literary  Institute.  J.  W.  Miller,  P.  W.  Gray,  H.  II. 
Allen,  editors.     ±  1847  ;  only  one  or  two  numbers  issued. 

May.  The  School  Journal  and  Vermont  Agriculturist.     Windsor. 

Bishop  and  Tracy,  editors.  Approved  by  State  school  commissioner  and 
V.  S.  T.  A.      ±  April,  1850. 

July.  Monthly  Educator.     Rochester,  N.  Y. 

Parsons  E.  Day,  editor.     ±  1848.     (Barnard.) 

Nov.  The  Radix  or  Virginia  Public  School  Advocate.     Richmond. 

S.  A.  Jewett,  editor.  ±  December,  1847  ;  continued  as  Southwestern  Jour- 
nal of  Education,  Knoxville,  Tenn. 

Western  Scbool  Journal.     Cincinnati. 

W.  II.  Moore  &  Co.,  publishers.     Gratuitous  circulation.      ±   c  1848. 

ms. 

Jan.  Massachusetts  Teacber.     P.oston. 

Semimonthly  during  first  year.  The  first  monthly  periodical  conducted  by 
a  State  teacbers'  association  and  edited  by  board  of  editors.  ±  December, 
1874,  consolidated  in  New  England  Journal  of  Education. 

Jan.  Southwestern  Journal  of  Education.     Knoxville,  Tenn. 

Formerly  the  Radix  of  Virginia.  S.  A.  Jewett,  editor.  ±  1849.  (Bar- 
nard.) 

May.  Common  School  Advocate.     Belfast,  Me. 

Semimonthly.  Edited  by  secretary  of  State  board  of  education  (Crosby.). 
±   cAugust,  1849. 

Oct.  Southwestern  School  Journal.     Tennessee. 

Roy.  D.  R.  Mc Anally  and  Rev.  Thomas  Maclntire,  the  first  principal  of 
female  academy,  the  second  of  East  Tennessee  Deaf  and   Dumb  Institution, 

were  editors.      ±   1849. 

18J,9. 

Jan.  Practical  Teacher.     Providence,  R.  I. 

W.  S.  Baker,  editor.      ±  1849.      (Barnard.) 
1850. 
Jan.  Ohio  Teacher  and  Western  Review.     Cincinnati. 

Thomas  Rainey,  editor.     ±   1851. 


96  EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

1850. 

June.  Eclectic  Journal  of  Education  and  Literary  Review.     Chicago. 

O.  F.  Bartlett,  editor ;  succeeded  by  Dr.  N.  S.  Davis,  April,  1851,  editor 
of  one  number.     ±  April,  1851. 

July.  Free  School  Clarion.     Syracuse. 

W.  L.  Crandall,  editor.  A  campaign  paper  in  the  interest  of  the  free 
school  law  thought  to  be  in  danger  at  the  polls.     ±   1850. 

Oct.  Journal  of  Education.     Bath,  Me. 

Semimonthly.     J.  T.  Huston,  editor.      ±    1853. 

Nov.  Teachers'  Magazine.     Pittsburgh. 

J.  J.  Buchanan,  editor.      ±  1850.      (Barnard.) 

Northwestern  Journal  of  Education.     Madison,  Wis. 
O.  M.  Conover,  editor.     ±  1850,      (Barnard.) 
1852. 
Jan.  Ohio  Journal  of  Education.     Columbus. 

(Published  at  Salem.  1876-1881 ;  Akron,  1882-1895.)  Established  under 
auspices  of  O.  S.  T.  A.,  conducted  by  resident  editor  and  committee  until 
1858 ;  called  Ohio  Educational  Monthly  beginning  with  1860  ;  E.  E.  White, 
editor,  1861-1875 :  W.  D.  Henkle.  1875-1881 ;  Samuel  Findley,  1882-1895 ; 
O.  T.  Corson,  1895-     Continued,  1916- 

Jan.  Rhode  Island  Educational  Magazine.     Providence. 

Conducted  by  E.  R.  Potter,  State  commissioner  of  public  schools.  Sent 
gratuitously  to  school  officers  by  means  of  public  contributions.  ±  Decem- 
ber, 1853. 

Feb.  American  Educationist  and  Western  School  Journal. 

A.  D.  Wright,  editor  for  first  three  numbers,  issued  from  Indianapolis ; 
B.  K.  Maltby,  editor  of  remaining  three  numbers,  issued  from  Cleveland, 
Ohio.     ±   1852. 

July.  Pennsylvania  School  Journal.     Lancaster. 

A  continuation  of  a  Lancaster  County  educational  journal  begun  six  months 
earlier ;  the  official  school  journal  of  the  State,  sent  at  State  expense  to 
school  boards,  except  for  short  intervals,  from  1855  to  the  present.  State 
superintendents  have  been  the  editors ;  Burrowes,  1852-1871 ;  Wickersham, 
1871-1882;  Higbee,  1882-1889;  Waller,  1889-1893;  Schaeffer,  1893-  J.  P. 
McCaskey  was  associate  editor  in  1866-     Continued,  1916. 

1853. 

Jan.  District  School  Journal  of  Education  of  the  State  of  Iowa.     Dubuque. 

R.  R.  Gilbert,  editor.  Name  became  Iowa  Journal  of  Education  at  begin- 
ning of  second  volume.     ±  At  close  of  Vol.  II,  1854. 

Jan.  Southern  School  Journal. 

Established  at  Columbus  ;  Vol.  II  published  at  Madison.  Published  as  pri- 
vate venture  by  Rev.  T.  F.  Scott ;  in  November,  1853,  G.  S.  T.  A.  adopted  it 
as  official  organ  and  appointed  committee  of  editors,  most  of  them  ministers. 
±  January,  1855. 

Jan.  The  Teacher  and  Western  Educational  Magazine.     St.  Louis. 

John  H.  Tice,  superintendent  of  St.  Louis  schools,  editor.  ±  December, 
1853. 

Oct.  New  York  Teacher.    Albany. 

Established  as  organ  of  N.  V.  S.  T.  A.,  edited  by  board  appointed  by  asso- 
ciation, T.  W.  Valentine,  first  resident  editor  ;  J.  Cruikshank,  resident  editor, 
1856-1866  ;  large  subscription  at  expense  of  State,  1855-c1865.  ±  Septem- 
ber, 1867-  subscribers  received  American  Educational  Monthly  which  for  two 
years  added  New  York  Teacher  to  its  title. 

1854. 

Jan.  Michigan  Journal  of  Education. 

(Detroit,  1854-1858  ;  1861 ;  Ann  Arbor,  1859-1860.)     Established  by  M.  S. 

T    A  ,  Rev.  J.  M.  Gregory,  first  resident  editor,  assisted  by  board  of  editors  ; 

circulated  at  State  expense,  1857-1861.     ±   September,  1861. 

Jan.  Western  Teachers'  Advocate.    Louisville,  Ky. 
Edward  A.  Cooper,  editor.     ±  1854. 

Delaware  School  Journal. 

A.  H.  Grimshaw  and  others,  editors.     Only  a  few  numbers  issued. 

Indiana  Journal  of  Education. 

J.  H.  Gilkey,  editor.     (Barnard.) 

Teachers'  Voice  and  Vermont  Monthly  Magazine. 

Under  sanction  of  V.  S.  T.  A.     Z.  R.  Pangborn,  editor.     ±   1855. 


LIST  OF  EDUCATIONAL  PERIODICALS.  97 

1855. 

Jan.  Journal  of  Education.     New  Orleans. 

Jan.  Journal  of  Education.     Washington,  D.  C. 

D.  B.  De  Bow,  editor.      ±   1855.      (Barnard.) 

Jan.  Teachers'  Institute.     Brownsville,  Pa. 

L.  F.  Parker,  editor.      ±   1855.      (Barnard.) 

Feb.  Illinois  Teacher. 

(Bloomington,  1855;  Peoria,  1856-1872.)  Established  as  organ  of  State 
Teachers'  Institute  and  conducted  by  board  of  editors  until  1859  ;  represented 
State  superintendent  more  or  less  officially  most  of  the  time  until  sold  to  the 
Schoolmaster,  Normal,  February,  1873. 

Mar.  Rhode  Island  Schoolmaster.     Providence. 

First  two  volumes  edited  bv  Rev.  Robert  Allyn,  State  school  commissioner  ; 
W.  A.  Mowry,  editor,  1857-1860  :  edited  by  committee  of  R.  I.  Institute  of  In- 
struction, 1860-1869  ;  after  lapsing  from  March  to  October  it  was  revived  by 
T.  W.  Bicknell.  commissioner  of  Rhode  Island,  and  chiefly  edited  by  him  until 
1874.  ±  December,  1874;  consolidated  in  New  England  Journal  of  Educa- 
tion. 

Aug.  American  Journal  of  Education.     Hartford,  Conn. 

Quarterly.     First  two  numbers   issued  as  American   Journal   of  Education 
-     and  College  Review,  with  Henry  Barnard  and  Rev.  Absalom  Peters  as  editors. 
After  this  Henry  Barnard,  editor.     ±  1881. 

Wisconsin  Educational  Journal.     Janesville. 

James  Sutherland  and  George  S.  Dodge,  editors.  ±  1856.  Transferred 
to  Wis.  S.  T.  A. 

1856. 

Jan.  American  Journal  of  Education  and  College  Review.    New  York. 
Rev.  Absalom  Peters,  editor.     ±  1857. 

Jan.  Indiana  School  Journal.     Indianapolis. 

Established  as  organ  of  I.  S.  T.  A.;  W.  D.  Ilenkle,  first  resident  editor; 
association  elected  editors,  including  the  State  superintendent,  exercising  de- 
creasing control  until  1870,  when  the  journal  was  sold  to  G.  W.  Hoss  and 
W.  A.  Bell ;  Bell  became  sole  editor  August,  1871,  remaining  editor  until  June, 
1899.     Continued  as  Educator-Journal,   1916. 

Jan.  Southwestern  School  Journal.     Louisville,  Ky. 
J.  Ileywood  and  N.  Butler,  editors.      ±  1857. 
Mar.  Wisconsin  Journal  of  Education.     Madison. 

(Racine,  1856-1857.)  Conducted  by  Wis.  S.  T.  A.,  with  resident  editor 
and  board  until  1865  ;  received  State  aid,  1857-1864  ;  suspended,  1865  ;  revived, 
1S81,  by  State  superintendent.     Continued,  1916. 

Sept.  North  Carolina  Common  School  Journal. 
±   1857. 

Northwestern  Home  and  School  Journal.     Chicago. 
J.  T.  Eberhart,  editor  in  1859.      ±  1862. 

1S57. 

Jan.  Educational  Journal.     Forsyth,  Ga. 

Weekly.  G.  T.  Wilburn,  editor.  Devoted  to  education,  with  attention  also 
to  "arts,  science,  and  news."      ±   1861. 

Jan.  Educational  Journal.     Montgomery,  Ala. 

William  F.  Perry,  State  superintendent,  editor.     ±  1858. 
Jan.  Journal  of  Education.     Manchester.     (Concord.) 

Established  by  Rev.  N.  E.  Gage;  conducted  by  N.  H.  S.  T.  A.,  after  first 
year  ;  published  at  Concord  ;  H.  E.  Sawyer,  resident  editor.    ±  December,  1862. 

Jan.  School  Visitor.    Knoxville,  Ohio. 

A.  Clarke,  editor.      ±    1857.      (Barnard.) 

Jan.  The  Voice  of  Iowa.     Cedar  Rapids. 

Organ  of  State  superintendent  of  schools,  I.  S.  T.  A.  and  Iowa  Phonetic  As- 
sociation. J.  L.  Enos,  editor,  assisted  by  15  others  elected  by  I.  S.  T.  A. 
±  October,  1858. 

Mar.  Educational  Herald  and  Musical  Monthly.     New  York. 
O.  St.  John,  editor.  '  Conducted  until  « 1864. 
113783°— 19 7 


98  EDUCATIONAL  PERIODICALS  IN  NINETEENTH  CENTURY. 

1857. 

July.  Missouri  Journal  of  Education.     St.  Louis. 

Established  as  organ  of  M.  S.  T.  A.     Ira  Divoll,  local  editor.     Only  one  full 
number  issued. 

July.  School  Journal.     Philadelphia. 

G.  N.  Townsend,  editor.     ±  1859.      (Barnard.) 

Sept.  The  Normal.     Lebanon,  Ohio. 

J.  Holbrook,  editor.     ±    1857.      (Barnard.) 

Our  Schoolday  Visitor.    Philadelphia. 

1858. 

Jan.  North  Carolina  Journal  of  Education.     Greensboro. 

Established  by  N.  C.  S.  T.  A.  and  conducted  by  board  of  editors,  J.  D. 
Campbell,  resident  editor.     ±   May,  1801. 

Jan.  Sargent's  School  Monthly.     Boston. 

E.  Sargent,  editor.     ±  December,  1858. 

May.  Missouri  Educator.    Jefferson  City. 

Thomas  J.  Henderson,  first  editor,  assisted  by  board  selected  by  M.  S.  T.  A 
±  October,  1860. 

June.  Maine  Teacher.     Portland,  Me. 

Edited  by  State  superintendents ;  M.  H.  Dunnell,  1858-1800 ;  E.  P.  Weston, 
1861-1864.  assisted  part  of  the  time  by  a  dozen  associates  appointed  by  M.  S. 
T.  A.     Title  is  Maine  Journal  of  Education  and  School  Officer,  1862.     ±  1864. 

Oct.  Alabama  Educational  Journal.    Montgomery. 

Conducted  by  S.  T.  A.  Noah  K.  Davis,  resident  editor,  with  12  associate* 
and  State  superintendent,  ex  officio.     ±  1859. 

*  Nov.  Teachers'  Journal.     Allentown,  Pa. 

R.  W.  McAlpine,  editor.      ±  June,  1859. 

Journal  of  Progress.     Cincinnati. 

John    Hancock,    editor.     Advocate    of    phonography;    contributions    from 

firominent  Ohio  teachers ;   partly  printed  in   phonetic  alphabet.     Same  pub- 
ishers,  Longley  Bros.,  conducted  similar  journal,  Type  of  the  Times,  preced- 
ing this. 

1859- 

Feb.  Kentucky  Family  Journal   (Educational  Monthly).     Louisville,  Ky. 

Weekly.  Established  under  K.  S.  T.  A.,  discontinued  by  resolution,  1859 ; 
succeeded  by  Educational  Monthly,  November,  1859,  with  E.  A.  Holyoke  as 
resident-editor,  aided  by  board  of  nine  editors.     ±   "August,  1860. 

Apr.  Vermont  School  Journal  and  Family  Visitor.     Montpelier. 

Established  through  efforts  of  V.  S.  T.  A.      ±  1865. 
May.  Literary  Advertiser  and  Public  School  Advocate.    Mount  Pleasant,  Iowa. 

Rev.  S.  S.  Howe,  editor.     ±  October,  1860. 

May.  The  Educator.     Pittsburgh. 

JJnder  auspices  of  the  West  Pa.  T.  A     Rev.  Samuel  Findley,  editor.     April, 

1861,  became  Pennsylvania  Teacher  ;  issued  simultaneously  from  Philadelphia 
and  Pittsburgh. 

July.  Iowa  School  Journal.     Des  Moines.  ; 

T.   H.  Benton,  secretary,  State  board  of  education,  editor.     ±   September, 

1862,  united  with  Iowa  Instructor. 

July.  Southern  Teacher.     Montgomery,  Ala. 

Bimonthly ;  later  became  monthly.  W.  S.  Barton,  editor.  Suspended  in 
summer  of  1861. 

Aug.  Tennessee  Journal  of  Education.     Richmond. 
C.  L.  Randolph,  editor.      (Barnard.) 

Oct.  Iowa  Instructor.     Davenport. 

(Vol.  II  published  at  Tipton.)  Published  by  committee  of  I.  S.  T.  A., 
consolidated  September,  1862,  with  Iowa  School  Journal,  the  resulting 
periodical  carrying  both  names  for  several  years ;  published  at  Des  Moines 
after  1862;  edited  by  committee  of  I.  S.  T.  A.  until  August,  1870;  name 
changed  to  Iowa  School  Journal,  then  to  Common  School,     ±  *  1877. 

Nov.  The  Educator.    Baltimore. 

J.  N.  McGilton,  editor.     ±  1859. 


LIST  OF  EDUCATIONAL  PERIODICALS.  99 

I860. 

National  Educator.     Pittsburgh. 
R.  Curry,  editor. 

National  Educator. 

Quakertown,  Pa.,  1860-1863 ;  Williamsport,  1863-1872 ;  Kutztown,  1872- 
1877  ;  Allentown,  1877-1905.  Issued  semimonthly  most  of  the  time.  A.  R. 
Home,  editor,  1860-1905.      ±  •  1905. 

mi. 

Jan.  Home  and  School.     St.  Louis. 

J.  L.  Tracy,  editor.  Conducted  a  few  months ;  the  editor  had  been  in 
charge  of  the  Missouri  Educator  until  its  suspension.      ±  May,  1861. 

X863. 

July.  California  Teacher.     San  Francisco. 

Established  by  State  Education  Society ;  edited  by  State  superintendents 
and  supported  by  State,  the  society  electing  editors  until  1872 ;  removed  to 
Sacramento,  1873.      ±  April,  1876. 

186Jh 

Jan.  American  Educational  Monthly.     New  York.' 

Schermerhorn,  Bancroft  &  Co.,  publishers.      ±   December,  1874. 

Jan.  Kansas  Educational  Journal. 

Leavenworth,  1864-1865:  and  1872-1874;  Grasshopper  Falls,  1866;  Topeka, 
1867  and  1871 ;  Emporia,  1868-1870.  Established  by  K.  S.  T.  A.,  H.  D.  Mo 
Carty  and  12  associate  editors  in  charge.  Sent  at  State  expense  to  school 
officers,  suspended  when  appropriation  ceased.     ±   April,  1874. 

Apr.  School  and  Family  Visitor.     Louisville. 

W.  N.  Hailmann,  editor.  Official  organ  of  State  superintendent.  ±  Sep- 
tember, 1864. 

July.  Maryland  School  Journal.     Hngerstown. 

J.  P.  Harman,  publisher.      ±  •  June,  1865. 

•  1864.  News  and  Educator.     Cincinnati. 

John  Hancock,  editor  until  February,  1867.  Name  became  Educational 
Times,  January,  1867.      ±  •  May,  1867. 

1865. 

Aug.  Teacher  and  Pupil.     Maysville,  Ky. 

H.  Turner,  editor.  "  Commended  "  by  K.  S.  T.  A.  to  which  considerable 
space  is  given.     ±  Near  close  of  1865. 

1866. 

Jan.  Michigan  Teacher. 

Niles,  1866;  1871-1874;  Ypsilanti,  1867-1868;  Adrian,  1869-1870.  Of- 
ficial organ  of  M.  S.  T.  A.  and  State  superintendent  of  schools  during  first 
several  years  though  independent.  W.  H.  Payne,  editor,  1866-1870 ;  H.  A. 
Ford,  1871-e  1876. 

Nov.  Maine  Normal  (Maine  Journal  of  Education). 

Farmington  to  August,  1868  ;  Portland.  Edited  by  George  M.  Gage  of  State 
Normal  School  during  first  two  volumes ;  January,  1869,  became  Maine  Journal 
of  Education,  organ  of  M.  S.  T.  A.,  edited  by  board  appointed  by  associa- 
tion.     ±   1874,  becoming  part  of  New  England  Journal  of  Education. 

New  Orleans  Advocate  and  Journal  of  Education.     New  Orleans. 

State  superintendent  of  schools,  editor.  ±  •  1871.  Political  as  well  as 
educational. 

1867. 

May.  Maryland  Educational  Journal.     Baltimore. 
E.  S.  Zevely,  editor.      ±  April,  1868. 

June.  Minnesota  Teacher  and  Journal  of  Education.     St.  Paul. 

First  volume  and  most  of  second  issued  from  Mantorville.  Established  at 
Mantorville  by  county  superintendent  as  a  local  journal.  ±  Merged  with 
Chicago  Teacher,  June,   1875. 

Sept.  School  Monthly.    Milwaukee. 

Published  by  Milwaukee  teachers.      ±    •  1867. 
Teachers'  Advocate.     Johnstown,  Pa. 
School  and  Fireside.     Louisville,  Ky. 

Bradley  and  Gilbert,  publishers.     ±  c  1867. 


100       EDUCATIONAL  PEEIODICALS  IN  NINETEENTH  CENTURY. 

1868. 

Sept.  Journal  of  Education   (American  Journal  of  Education)  called  "Ameri- 
can "  Journal  of  Education  after  December,  1871.    St.  Louis. 

J.  B.  Merwin,  editor,  1868-1893  ;  associate  editors  at  various  times  were 
the  State  superintendent  of  Missouri,  the  presidents  of  three  Missouri  State 
normal  schools ;  represented  officially  several  western  State  departments  of 
education  for  short  periods ;  published  from  the  first  in  connection  with 
school  supply  house  ;  cooperative,  with  editions  in  most  of  the  southwestern 
States.     Continued,  1916,  at  Milwaukee. 

Oct.    National  Normal.    Cincinnati. 

R.  H.  Holbrook,  editor.  Merged  with  Ohio  Educational  Monthly,  November, 
1874  ;  revived  under  name  Normal  Exponent,  November,  1882.  Again  united 
with  Ohio  Educational  Monthly,  1893. 

Schoolmaster  (Chicago  Schoolmaster,  Illinois  Schoolmaster). 

Bloomington,  1868,  to  July  1870 ;  published  at  Chicago  and  Normal  and 
called  Chicago  Schoolmaster,  1871-  January,  1873.  Combined  with  Illinois 
Teacher  as  Illinois  Schoolmaster,  January,  1873.  Conducted  largely  by 
teachers  of  Illinois  Normal  University.     ±  December,  1876. 

Southern  Journal  of  Education.    Shelbyville,  Ky. 
J.  T.  Hearn,  editor. 

1869. 

Jan.  Indiana  Teacher.     Indianapolis. 

A.  C.  Shortridge,  G.  P.  Brown,  W.  A.  Bell,  editors.  ±  June,  1869.  Con- 
solidated with  Indiana  School  Journal,  Bell  becoming  editor. 

Nov.  Educational  Journal  of  Virginia.    Richmond. 

Organ  of  educational  association,  edited  by  their  committee ;  official  de- 
partment maintained  by  State  superintendent,  1870-1891 ;  received  State  ap- 
propriations, 1870-1891.  ±  December,  1891,  continued  as  Virginia  School 
Journal.     Continued,  1916. 

Western  Educational  Review.    St.  Louis. 

Mentioned  as  organ  of  State  board  of  education.     O.   H.  Feathers,  editor. 

(Yale)  College  Courant.    New  Haven,  Conn. 

C.  C.  Chatfield,  editor.  Devoted  to  secondary  and  collegiate  education. 
±  1874.  One  of  the  periodicals  consolidated  in  the  New  England  Journal 
of  Education. 

Educational  Gazette.     Philadelphia. 

C.  H.  Turner,  publisher.     ±  c  1S70. 

1870. 

Jan.  Arkansas  Journal  of  Education.    Little  Rock. 

Established  by  Thomas  Smith,  State  superintendent.     Issued  as  newspaper, 

1870  ;  magazine  monthly,  1871,  1872,  as  organ  of  State  superintendent.      ± 

January,    1873. 

Oct.  National  Teacher.    Columbus,  Ohio. 

E.  E.  White,  editor.  Issued  as  a  "  national  edition  "  of  Ohio  Educational 
Monthly.     ±  1875  at  close  of  Vol.  V. 

Amerikanische  Schulzeitung.     Milwaukee. 

Organ  of  German-American  Teachers'  Association.  Published  at  Louisville, 
Kv.,  until  1874  ;  W.  N.  Hailmann,  editor,  1870-1880  with  various  associates. 
Became  Erziehungsblaetter,  June,  1875  ;  continued,  e  1900- 

School  Chronicle.     Pittsburg. 
±   c1870. 

7877. 

Jan.  Public  School  Journal  (School  Journal).    New  York. 

Weekly.     Published  by  E.  L.  Kellogg  &  Co.     Continued,  1916. 

Feb.  Mississippi  Education  Journal.     Jackson. 

H.  T.  Fisher,  editor,  succeeded  July,  1872,  by  H.  R.  Pease,  State  superin- 
tendent of  schools.     ±   c  1872. 

Mar.  School  Laboratory.     Iowa  City. 

Quarterly.  Gustave  Hinrichs,  editor.  Devoted  to  laboratory  instruction. 
±  December,  1872. 

Apr.  Alabama  Journal  of  Education.    Montgomery. 

Joseph  Hodgson,  State  superintendent,  editor.  Succeeded  after  a  few 
months  by  the  Advance,  a  political  weekly. 


LIST  OE  EDUCATION  AT.  PEKIODIC'AIjS.  101 

1811. 

Aug.  The  Manual.     Keokuk. 

Edited  by  C.  M.  Greene.  ±  Combined  with  Iowa  School  Journal,  June, 
1872. 

Connecticut  School  Journal.    New  Haven. 

Conducted  bv  board  of  editors  under  direction  of  C.  S.  T.  A.  ±  December, 
1874.     Merged 'in  New  England  Journal  of  Education. 

School  Recorder.    Russellville,  Ark. 
M.  H.  Baird,  editor. 
:r:i2. 
'•an.  Home  and  School.    Louisville,  Ky. 

J.  P.  Morton,  publisher.  ±  December,  1876,  consolidated  with  Educational 
"Weekly,  Chicago. 

■  'an.    The  School.    Ypsilanti. 

±   1876,  combined  with  Educational  Weekly. 

Oct.  West  Virginia  Educational  Monthly.    Parkersburg. 
J.  G.  Blair,  editor.     ±  1879. 

Nov.  New  York  State  Educational  Journal.     Buffalo. 

O.  R.  Burchard,  editor.  An  endeavor  to  unite  the  educational  interests  of 
the  State  In  a  periodical  with  one  responsible  editor  nssisted  by  six  corre- 
sponding editors,  appointed  by  N.  Y.  S.  T.  A.,  so  chosen  as  to  represent  the 
six  important  school  groups — public  schools,  high  schools  and  academies,  col- 
leges, institutes,  and  school  supervision.     ±  1874,  sold  to  School  Bulletin. 

1873. 

Jan.  Chicago  Teacher.     Chicago. 

Several  Chicago  principals  connected  with  its  editorship.  ±  June,  1875; 
united  with  Minnesota  Teacher  to  form  Western  Journal  of  Education. 

Apr.  The  Educationist.     Indianapolis. 

A.  C.  Shortridge,  G.  P.  Brown,  editors.  ±  December,  1874,  united  with 
Indiana  School  Journal. 

May.  El  Educador  Popular.    New  York. 

Semimonthly.  Devoted  to  elementary  and  secondary  education.  Published 
under  patronage  of  president  of  Peru.     Editor,  N.  Ponce  de  Leon.     ±  c  1879. 

May.  Kindergarten  Messenger.    Cambridge,  Mass. 

Edited  by  Elizabeth  Peabody,  1873-1875  ;  continued  as  page  in  New  England 
Journal  of  Education,  1876;  original  editor  in  charge,  1877.  ±  December, 
1877  ;  united  with  New  Education,  1878. 

July.  Nebraska  Teacher.    Beatrice. 

C.  B.  Palmer,  editor.  Organ  of  State  superintendent  and  N.  S.  T.  A. 
±   c1877. 

187-',. 

Jan.  Northern  Indiana  Teacher.     South  Bend. 
Henry  A.  Ford,  editor.      ±  June,  1876. 

Jan.  Tennessee  School  Journal.    Nashville. 

Official  organ  of  State  superintendent,  who  was  editor,  assisted  by  four  asso- 
ciates appointed  by  T.  S.  T.  A.      ±  c  1875. 

Sept.  School  Bulletin  and  New  York  State  Educational  Journal.     Syracuse. 

C.  W.  Bardeen,  editor,  1874-  School  Room  published  as  adjunct,  1881-1886. 
Continued,  1916. 

Nov.  National  Teachers'  Monthly.     New  York. 

Called  Barnes  Teachers'  Monthly  after  third  volume,  A.  S.  Barnes  &  Co., 
publishers.      ±  October,  1881. 

North  Carolina  Journal  of  Education.     Raleigh. 
Stephen  D.  Pool,  editor. 

Journal  of  Education.     Selma,  Ala. 
E.  H.  Saltiel,  editor.      ±  1874. 

Maryland  School  Journal.     Baltimore. 

If.  A.  Newell,  editor.     ±  «  1879. 
787.5.  , 

Jan.  Educational  Notes  and  Queries.     Salem,  Ohio. 

W.  D.  Henkle,  editor.     ±  December,  1881. 


102       EDUCATION AIj/PKRIt'DIOALS  IN  NINETEENTH   CENTURY, 

1875. 

Jan.  New  England  Journal  of  Education.     Boston. 

Weekly.  Formed  as  union  of  Maine  Journal  of  Education,  Massachusetts 
Teacher,  Ehode  Island  Schoolmaster,  Connecticut  School  Journal,  and  College 
Courant.  T.  W.  Bicknell,  editor  to  1886;  A.  E.  Winship,  1886-  Continued, 
1916. 

Mar.  Brooklyn  Journal  of  Education.     Brooklyn. 

John  Y.  Culyer,  editor.  After  January,  1876,  called  Journal  of  Education 
of  New  York.      ±  March,  1876. 

July.  Utah  Educational  Journal.     Salt  Lake  City. 

J.  M.  Coyner,  editor.  The  only  educational  Journal  in  10  territories,  whosa 
interests  it  was  planned  to  serve  through  correspondents  in  each.  ±  June, 
1876. 

July.  Western  Journal  of  Education.    Chicago. 

Formed  by  union  of  Minnesota  Teacher  and  Chicago  Teacher.      ±   1876» 

Public  School  Record.     Milwaukee. 

Winchell  and  Whitaker,  editors.  ±1875  ;  to  some  extent  continued  for  brief 
period  as  Western  edition  of  School  Bulletin  of  Syracuse,  N.  Y.,  called  School 
Bulletin  and  Northwestern  Educational  Journal. 

American  Educator.    Lockport,  111. 

Cooperative  periodical,  with  several  editors.     ±  *  1881. 

B.  LIST   INCLUDING  THE  MORE  IMPORTANT   EDUCATIONAL 
PERIODICALS  ESTABLISHED   1876-1900. 

1876. 

July.  Eclectic  Teacher  and  Kentucky  School  Journal.    Carlisle,  Ky. 

Louisville.      1879-1880 ;    Lexington,    1881-      Associate    editors    in    several 

southern  States.     "  The  only  educational  journal  south  of  the  Ohio  River." 

(1877.)      ±  February,  1883. 

Public  School  Journal.     Cincinnati. 

Began  as  grangers  and  teachers'  paper  called  Harvest  Home  Magazine  ;  edu- 
cational and  called  Public  School  Journal,  1880-  F.  E.  Wilson,  editor, 
1876-1895. 

•  1876.  Educational  Voice.     Pittsburg. 

Became  Educational  Review,  1881,  consolidating  several  local  publications. 
Published  by  an  association  of  teachers.     ±  c  1883. 

1877. 

Jan.  Educational  Weekly.    Chicago. 

Formed  by  union  of  School  Bulletin  and  Northwestern  Journal  of  Educa- 
tion, Michigan  Teacher,  Illinois  Schoolmaster,  Nebraska  Teacher,  Home  and 
School,  School  Reporter,  and  School  of  Ypsilanti.  Western  Educational  Jour- 
nal conducted  as  monthly  edition.  ±  1881,  changed  to  Present  Age  and  Edu- 
cational Weekly. 

Jan.  New  Education. 

Milwaukee,  1877-1880;  Syracuse,  N.  Y.,  1881-1882.  W.  N.  Hailmann, 
editor.  Called  Kindergarten  Messenger  and  New  Education  after  first  year. 
±  December,  1882. 

Mar.  Pacific  School  and  Home  Journal.     San  Francisco,  Cal. 

Albert  Lyser,  editor,  1877-1886.     Official   organ,  1879-1883.     ±    1887. 

Aug.  Iowa  Normal  Monthly.     Dubuque. 

Established  at  request  of  State  institute  conductors  ;  official  organ  of  Stato 
department  of  education  during  first  10  or  more  years.      ±    1912. 

Oct.  Primary    Teacher     (American    Teacher,    American    Primary    Teacher). 
Boston. 

New  England  Publishing  Co      Continued,   1916. 

Dec.  Central  School  Journal.     Keokuk,  la. 

W.  J.  Medes,  editor  and  publisher.      ±  c  1895. 

Practical  Teacher.    Chicago. 

Klein  and  Kimball,  publishers  until  1882  ;  continued  by  the  Teacher  Pub- 
lishing Company.  Col.  F.  W.  Parker  became  editor  with  September  number, 
1884.  ±  c  1885.  Name  revived  by  E.  L.  Kellogg,  of  New  York,  "  continuing 
a  paper  of  same  name  begun  by  Col.  Parker."  New  series,  1898-  dated  at 
Chicago  and  New  York. 


LIST  OF  EDUCATIONAL,  PERIODICALS.  103 

1878. 

Nov.  West  Virginia  Journal  of  Education.    Morgantown. 
Weekly.     J.  R.  Thompson,  editor.      ±    c  1879. 

American  Kindergarten  Magazine.    New  York. 

Called  American  Kindergarten  and  Primary  Teacher,  1886-1887;  Child 
Culture,  April,  1887.  ±  August,  1887,  continued  as  part  of  Phrenological 
Journal. 

Literary  Notes   (School  Work).     Kearney,  Fairmount,  Crete, 'Nebr. 

Conducted  as  literary,  college,  educational  paper,  with  precarious  support ; 
J.  N.  Davidson,  first  editor  ;  name  changed  to  School  Work,  1883.      ±   1885. 

Teachers'  Institute.     New  York. 

E.  L.  Kellogg,  publisher.  Continued  to  1906.  Same  publisher  also  con- 
ducted other  method  and  supplementary  journals,  e.  g.,  Scholars'  Companion, 
1877-,  First  Teaching,  1882-,  Professional  Teacher,  1889- 

1879. 

Jan.  Educationalist.     Emporia,  Kans. 

Successor  of  The  Hatchet,  a  local  school  journal  (December,  1877-Novem- 
ber,  1878)  ;  became  Educationist,  1880,  in  charge  of  G.  W.  Hoss,  formerly 
editor  of  Indiana  School  Journal ;  removed  to  Topeka ;  made  official  organ 
of  K.  S.  T.  A.  ±  January,  1885.  Interest  transferred  to  Western  School 
Journal. 

Apr.  Journal  of  Education.     New  Orleans. 

Established  and  conducted  five  years  by  Robert  M.  Lusher,  State  superin- 
tendent of  schools,  and  William  O.  Rogers,  city  superintendent  of  New  Or- 
leans schools;  and  circulated  chiefly  among  New  Orleans  teachers;  continued 
by  Rogers  and  associates,  1884-1888. 

Journal  of  Education.     Portland,  Ore. 

Semimonthly.     A.  A.  Bynon,  editor.     ±  e  1881. 
1880. 
Jan.  School  Visitor. 

Ansonia,  O.,  1880-1884;  Gettysburg,  1884-1892;  Versailles,  1892-1894. 
John  S.  Royer,  editor.  Devoted  to  notes,  queries,  arithmetic,  grammar,  and 
examination  questions.      ±  December,  1894. 

Aug.  Texas  Journal  of  Education.     Austin. 

Conducted  by  the  secretary  of  State  board  of  education,  jfc  December,  1882. 
Consolidated  with  Texas  School  Journal. 

Sept.  Education.     Boston. 

Bimonthly,  1880-1884  ;  monthly,  1885-  T.  W.  Bicknell,  editor,  1880-1885 ; 
W.  A.  Mowry,  1886-1891 ;  Revs.  F.  H.  Kasson  and  P.  H.  Palmer,  1891-1900. 
Continued,  1916. 

Nov.  Arkansas  School  Journal.     Little  Rock. 

Established  as  private  venture  ;  J.  L.  Denton,  State  superintendent,  became 
editor  during  first   year;   1882   called   Kellogg's  Eclectic  Monthly,      -f-    July, 

18S3. 

Michigan  School  Moderator. 

Grand  Rapids  until  1886 ;  Lansing,  weekly,  1880-1884.  Semimonthly. 
Called  Moderator  Topics,  1903-  Henry  R.  PattengUl,  editor,  1889-  Con- 
tinued. 

Ohio  Teacher.     Cambridge,  O. 

Established  as  Guernsey  County  Teacher ;  called  successively  East  Ohio 
Teacher,  1883,  and  Ohio  Teacher  ;  John  McBurney,  editor,  1880-  Continued, 
1916. 

c  1880.  Our  Country  and  Village  Schools.     Decatur. 

±  November,  1887,  consolidated  with  County  School  Council. 
1881. 
Jan.   (Illinois)   Schoolmaster   (Intelligence).     Chicago  and  Oak  Park. 

Called  Schoolmaster  after  first  number  ;  called  Intelligence  after  May,  1884. 
Semimonthly.  E.  O.  Vaile,  editor,  1881-1905.  Includes  many  supplementary 
leaflets.      ±  1905. 

North  Carolina  Educational  Journal.     Chapel  Hill. 

Established  by  N.  C.  S.  T.  A.,  but  edited  by  Rev.  J.  P.  Heitman.  Issued 
at  Trinity  College,  1883-1885.      ±  December,  1885. 

May.  Illinois  School  Journal    (Public  School  Journal,  School  and  Home  Edu- 
cation). 

"  A  vigorous  Educational  Magazine."  Published  at  Normal,  1881-1886 ; 
Bloomington,  1886-  Editors,  Vols.  I,  II,  E.  J.  James,  Charles  De  Garmo ; 
III,  IV,  V,  various  teachers  in  Illinois  Normal  University ;  Dr.  George  P. 
Brown,  editor,  1886-1900,  with  various  associates.  Name  changed  to  Public 
School  Journal  with  Vol.  IX,  1889;  and  again  to  School  and  Home  Educa- 
tion with  Vol.  XVIII,  1898.     Continued,  1916. 


104        EDUCATIONAL  PERIODICALS  IN   NINETEENTH   CENTURY. 

1881. 

Aiiy.  Educational  Record.    Nashville  and  Tusculum. 

Removed  to  Maryville,  1892.  Official  organ  of  State  superintendent. 
±  cJanuary,  1883. 

Nov.  West  Virginia  School  Journal.    Wheeling. 

Edited  several  years  by  superintendent  and  principals  of  "Wheeling ;  after 
this  chiefly  by  State  superintendents.     Continued,  1916. 

Dec.  Minnesota  Journal  of  Education    (Journal  of  School  Education,   School 
Education). 

Published  for  time  at  St.  Paul  ;  Rochester ;  Minneapolis,  1887.  Sanford 
Niles,  editor,  18S5-1895.     Continued,  1916. 

Public  School.    Boston, 

±  1883,  united  with  Primary  Teaeher  ;  continued  as  American  Teacher. 
J  882. 

■ School  World.    Farmington,  Me. 

D.  H.  Knowlton,  publisher,  school  supplies  and  supplementary  material, 
publishing  a  pupils'  edition  ;  less  supplementary  and  more  professional  material 
after  1900. 

J883. 

Jan.  Texas  School  Journal.    Houston. 

Established  by  Texas  Association  of  School  Superintendents,  edited  by  State 

superintendents  several  years  ;  published  at  Dallas,  1887-1895  :  Austin,  1895. 

Continued,  1916. 

Feb.  California  Teacher  and  Journal  of  Home  Education,  San  Francisco. 
Official  organ,  receiving  State  appropriation.     ±  February,  1887. 

June.  North  Carolina  Teacher.    Raleigh. 

Eugene  Harrell,  editor.     ±  c  September,  1895. 

July.  Educational  Weekly.     Indianapolis. 

Published  by  J.  M.  Olcott,  with  about  a  dozen  contributing  editors. 
±  November  7,  1885,  united  with  Journal  of  Education,  Boston. 

Oct.  Missouri  School  Journal.     Jefferson  City. 

First  editors,  W.  T.  Carrington  and  J.  L.  Holloway  ;  H.  A.  Gass,  editor, 
1891-1916  ;  unofficially  conducted  by  officers  of  State  department  of  education. 
Continued,  1916. 

Southwestern  Journal  of  Education.    Nashville. 

Combined  with  Progressive  Teacher  of  New  Orleans  and  published  under 
that  name  at  Nashville.     Continued,  1916. 

1881 

Jan.  Lehrer-Post.     Milwaukee. 

Official  organ  of  German-American  Teachers'  Association,  after  September, 
1889  ;  used  as  supplementary  reading  before  this  time. 

Jan.  Educational  Courant.     Louisville,  Ky. 

Official  organ  of  Kentucky  State  Teachers'  Association  and  of  State  board 
of  education.  R.  H.  Carothers  editor,  except  of  first  few  numbers.  ±  July, 
1894,  became  part  of  Southern  School. 

Arkansas  Teacher.    Little  Rock, 

First  numbers  issued  from  Russellville.  J.  H.  Shinn,  editor.  Continued  two 
years. 


J885. 

Jan.  Dakota  School  Journal.    Blunt,  S.  Dak. 

Began  as  weekly  ;  monthly.     Henry  Hoffman,  editor. 

Jan.  Educational  Gazette.    Rochester,  N.  Y. 
A.  P.  Chapin,  editor.     ±  e  1910. 

Jan.  Educational  News.    Harrisburg,  Pa. 

Weekly,  1885-1898  ;  semimonthly.     A.  N.  Raub,  editor.     Removed  to  Phila- 
delphia, c    1891  ;  to  Newark,  Del.,  1897.     ±  1900. 

Feb.  Western  School  Journal.    Topeka,  Kans. 

H.  C.  Speer,  editor,  1885-1887;  R.  W.  Turner,  1887-88;  John  MacDonald, 
1888-1916.     Continued,  1916. 

May.  Colorado  School  Journal.     Denver. 

Aaron   Gove,  superintendent   of  Denver   schools,  editor,   1885-1903.     Con- 
tinued, 1916. 


LIST  OF  EDUCATIONAL  PERIODICALS.  105 

1885. 

May.  Carolina  Teacher.    Columbia,  S.  C. 

"W.  L.  Bell,  editor.  Official  organ  of  State  department  of  education. 
±  ■  1889. 

■ Alabama  Teachers'  Journal.    Montgomery. 

Official  organ  of  State  superintendent  and  Alabama  State  Teachers'  Asso- 
ciation. Resident  editor  and  12  associates.  ±  March,  1890,  consolidated  with 
Educational  Exchange. 

c  1885.  Popular  Educator.     Boston. 

Educational  Publishing  Co.     Continued,  1916. 
1886. 
Feb.  Academy. 

Syracuse,  N.  T.,  1886-1890  ;  Boston,  1890-1892.  Published  under  the  aus- 
pices of  the  Associated  Academic  Principals  of  the  State  of  New  York.  George 
A.  Bacon,  editor.     ±  June,  1892. 

Feb.  Progressive  Teacher.    New  Orleans. 

II.  E.  Chambers,  editor.  ±  June,  1889,  sold  to  Southwestern  Journal  of 
Education  of  Nashville,  but  continued  as  Progressive  Teacher  at  Nashville, 
1900  and  191G. 

Nov.  Science  and  Education.    New  York. 
±  1887. 

Georgia  Teacher.    Atlanta. 

V.  E.  Orr,  editor  and  publisher  most  of  the  time.  Conducted  in  connection 
with  school  supply  house.  Contents  of  Volumes  III,  IV,  and  V  identical  with 
those  of  Florida  School  Journal  of  same  years,  except  for  a  few  local  notes. 
±  o  1895. 

Iowa  School  Journal  (Iowa  Schools,  Midland  Schools).     Des  Moines. 

Closely  identified  with  work  of  State  superintendent,  c  1890-c  1900.  Name 
became  Iowa  Schools,  March,  1893,  at  the  same  time  several  local  Journals  were 
united  with  Iowa  Schools.  Name  became  Midland  Schools,  April,  1896.  Con- 
tinued, 191G. 

Iowa  Teacher.     Charles  City. 

A  cooperative  publication  with  many  county  editions.     ±  c  1910. 

Journal  of  Industrial  Education.     Chicago. 

Mrs.  Frances  E.  Owens,  editor.     Continued  about  five  years. 

Northwest  Teacher.     Olympia,  Wash. 
L.  E.  Follansbee,  editor.      ±  «  1890. 

School  Gazette.     Harrisburg,  Pa. 

Weekly  for  a  short  time,  1886-1890.     ±  •  1910. 

'1886.  Midland  School  Journal.     Madison,  Wis. 

±  December,  1890,  united  with  Wisconsin  Journal  of  Education. 

1887. 

Jan.  Common  School  Education.     Boston. 

William  A.  Mowry,  editor.  ±  June,  1891,  merged  with  Teachers'  World 
of  New  York. 

Feb.  Pacific  Educational  Journal.     San  Francisco. 

Oakland,  1892-1896.  Official  organ  receiving  State  appropriation.  J.  B. 
McChesney,  principal  of  Oakland  High  School,  editor,  1887-1891 :  P.  M. 
Fisher,  editor,  1891-1896.      ±  June,  1896. 

June.  School  News  and  Practical  Educator.     Taylorville,  111. 

Began  as  Christian  County  School  News ;  soon  changed  name  as  circula- 
tion expanded.     C.  M.  Parker,  editor,  1887-1916.     Continued,  1916. 

July.  County  School  Council.     Chicago. 

"  Devoted  to  supervision  and  general  interests  of  common  schools."  Novem- 
ber, 1887,  absorbed  Our  Country  and  Village  Schools,  adding  this  name  to- 
its  title.  ±  Combined  with  Public  School  Journal  of  Bloomington,  Septem- 
ber, 1889. 

Nov.  Mississippi  Teacher.     (Meridian)  Oxford., 
Organ  of  M.  S.  T.  A.      ±  «  1890. 

Florida  School  Journal. 

Established  at  Lake  City  by  H.  Merz.  More  or  less  under  direction  of 
F.  S.  T.  A.  until  1890;  after  this  published  by  V.  E.  Orr  of  an  Atlanta  school 
supply  house.     ±  c  1895. 


106        EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

1887, 

Nov.  Journal  of  Pedagogy.    Athens,  Ohio. 

Quarterly.  Edited  by  college  and  university  men  in  early  volumes,  Albert 
Leonard,  editor,  with  associates.  Continued  at  Syracuse,  N.  Y.,  Binghampton, 
N.  Y.,  and  Ypsilanti,  Mich.,  in  succession.      ±   1907. 

School  Teacher.     Winston,  N.  C. 

Became  Southern  Educator,  Durham,  August,  1890.      ±  November,  1892. 

•1887.  Southern  Teacher.     Chattanooga. 

±  July,  1894  ;  consolidated  with  Southern  School,  Lexington,  Ky. 

1888. 

Jan.  Southern  Illinois  Teacher. 

Carbondale,  Metropolis  and  Collinsville.  Established  as  the  Normal  Gazette, 
a  college  paper ;  changed  name  to  represent  its  field.     ±   c  1894. 

May.  The  Kindergarten.    Chicago. 

Called  Kindergarten  Magazine  after  September,  1891.  First  editors,  Cora 
L.  Stockham  and  Emily  A.  Kellogg.     ±  •  1910. 

June.  Dakota  Educator.     Scotland,  S.  D. 

George  A.  McFarland,  first  editor:  official  organ  of  S.  D.  S.  T.  A.,  1890; 
removed  to  Madison,  1890 ;  continued  as  South  Dakota  Educator  at  Mitchell. 
H.  L.  Bras,  editor,  1891-     Continued,  1916. 

Sept.  Georgia  Educational  Journal.    Atlanta. 

±  December,  1891,  consolidated  with  Educational  Monthly. 

Louisiana  Educator.    Baton  Rouge. 

Organized  in  connection  with  Chautauqua  movement,  and  approved  by 
L.  S.  T.  A.  T.  Sambola  Jones,  editor,  1888,  aided  by  10  associates,  1889- 
1890.      ±  1890. 


The  Teacher  (New  Education).     New  York. 
Edited   by   Mary   H.    Simpson   and 
ceeded  by  New  Education.     ±  c  1909 


Edited   by   Mary   H.    Simpson   and  nine  associates.     December,   1892,   suc- 

Ne 


1889. 

Apr.  Alabama  Educational  Exchange. 

Birmingham,    1889-1890,    1895-     Published    at    Montgomery,     1890-1895. 

J.   H.   Phillips  and   J.  M.   Dewberry,  editors  most  of  the  time.     Continued, 

1916. 

Sept.  SchooL     New  York. 

Weekly.     H.  S.  Fuller,  editor.     Continued,  1916. 

Sept.  Texas  Journal  of  Education.     Galveston. 

±  May,  1891,  united  with  Texas  School  Journal. 

Common  School.     Grafton,  N.  D. 

A.  L.  Woods,  W.  L.  Stockwell,  editors.     ±  e  December,  1898. 

Educational  Foundations.     New  York. 

E.  L.  Kellogg,  publisher.     Continued,  1916. 

German  la. 

Manchester,  N.  H.,  1889-1894;  Boston,  1894.  A.  W.  and  E.  Spanhoofd, 
editors  and  publishers.  (Same  publishers  also  conducted  Etudiant,  1896-.) 
±  c1900. 

Home  and  School.     Louisville  Ky. 

±   December,  1893,  united  with  Southern   School  of  Lexington,  Ky. 

Northwest  Journal  of  Education.     Seattle,  Wash. 

First  volumes  dated  also  at  Helena,  Mont.  Published,  1895,  at  Olympia. 
Continued,  1916    at  Seattle. 

Teachers'  World.     New  York. 

Began  as  local  Journal  in  Ohio  ;  combined  with  Common  School  Education, 
1891  ;  became,  June,  1892,  Teachers'  World,  "  A  Journal  of  Methods,  Aids,  and 
Devices."     c  1902,  united  with  Normal  Instructor. 

e1889.  Southern  School.     Lexington,  Ky. 

Weekly,  1896-1900.     Continued,  1916. 

c1889.  Oregon  School  Journal   (continued  as  Western  Pedagogue).    Coivallis, 
Oreg. 

±  c1893. 


LIST  OF  EDUCATIONAL  PERIODICALS.  107 

1890. 

American  School  Board  Journal.     Milwaukee. 
W.  G.  Bruce,  publisher.     Continued,  1916. 

Northwestern  Journal  of  Education.     Lincoln. 

J.  H.  Miller,  editor.  ±  September,  1898,  Nebraska  edition  sold  to  Ne- 
braska  Teacher,   continued   as   Northewestern   Monthly,    1900. 

Primary  School.     New  York. 

E.  L.  Kellogg,  publisher.     ±   c  1905. 

Southern  School  Journal.     Little  Rock,  Ark. 

Weekly   during  1891.     Established  as   successor   of  Popular  Educator   and 
Arkansas   Educational  Journal,   local   publications.     Edited   by   J.    H.    Shinn, 
State  superintendent,  1890-1894,  aided  by  his  successor  in  office,  1895-1896, 
assisted  by  local  school  men. 
1891. 
Jan.  Pedagogical   Seminary.    Worcester,  Mass. 

Quarterly.     G.  Stanley  Hall,  editor,  1S91-     Continued,  1916. 

May.  Oklahoma  School  Journal.     Guthrie. 

Frank  Terry,  editor.  Designed  as  official  organ  by  territorial  superin- 
tendent.    Eight  numbers  issued.      ±  January,  1892. 

May.  Wyoming  School  Journal.     Laramie. 

Henry  Merz,  editor.     ±  June,  1S93. 

Sept.  Interstate  School  Review.     Danville,  111. 

Weekly,  1896-1900.  A  cooperative  paper  with  numerous  county  editions. 
Several  Chicago  principals  named  as  editurs  at  different  times.      ±   c  1911. 

Sept.  Pacific  Coast  Teacher.     San  Jose,  Cal. 

John  Jury  and  Franklin  Barthol,  editors.  After  absorbing  the  San  Jose 
Normal  Index  was  official  alumni  organ  of  that  school.      ±  August,  1893. 

Nov.  Normal  Instructor.     Dansville,  N.  Y. 

F.  A.  Owen,  publisher.     Continued,  1916. 

Dec.  Educational  Monthly.     Atlanta,  Ga. 

Established  as  consolidation  of  Georgia  Educational  Journal  and  Piedmont 
Educator  (local).  First  volume  numbered  V.  ±  February,  1893,  continued 
as  Southern  Educational  Journal,  q.  v. 

American  School  and  College  Journal.     St.  Louis. 
J.  B.  Merwin,  editor.     Contined,  1900. 

Educational  Review.     New  York. 

Nicholas  Murray  Butler  with  associates,  editor,  1891-1896 ;  Nicholas  Mur- 
ray Butler,  editor,  1897-     Continued,  1916. 

Kindergarten  Review.     Springfield,  Mass. 
Milton  Bradley  Co.     Continued,   1916. 
1892. 
Jan.  Primary  Education.     Boston. 

Eva  D.   Kellogg,   editor.     Educational   Publishing  Co.     Continued,   1916. 
Jan.  Scientific  Temperance.     Boston. 

Issued  by  the  Scientific  Temperance  Instruction  Department,  Woman's 
Christian  Temperance  Union.  Mary  H.  Hunt,  first  editor.  Called  School 
Physiology  Journal,  1893-1911 ;  continued  1916  as  Scientific  Temperance. 

Mar.  School  Commissioner.     Saginaw,  Mich. 

Changed  name  and  content  several  times  ;  American  School  Commissioner, 
1893 ;  American  Illustrated  School  Commissioner,  1895 ;  American  Schools. 
1896  ;  American  Illustrated,  1896.     ±  c  1896. 

Nov,  Oklahoma  School  Herald. 

Norman,  1892-1897 ;  Oklahoma  City,  1897-  W.  N.  Eice,  editor.  1892- 
except  for  short  intervals.     Continued,  1916. 

Dec.  Cabinet.     Detroit. 

Began  as  oflicial  organ  of  Michigan  Music  Teachers'  Association.  Called 
School  Record  after  1893  and  ceased  to  give  special  attention  to  music. 

School  and  College.     Boston. . 

"  Devoted  to  Secondary  and  Higher  Education."  B.  G.  Huling,  editor. 
±  Its  general  plan  continued  in  School  Review. 

Western  Teacher.     Milwaukee. 

S.  Y.  Glllan,  editor,  1892-     Continued,  1916. 


108        EDUCATIONAL  PERIODICALS  IN   NINETEENTH   CENTURY. 

1803. 

Jan.  Southern  Educational  Journal.     Atlanta. 

Semimonthly  (1893-1896).  Consolidation  of  several  periodicals  already 
united  In  the  Educational  Monthly.  First  volume  is  V.  Edited  by  State 
superintendent  of  schools  or  under  his  direction.      ±  c  1907. 

School  Forum.     Dallas. 

±  1895,  united  with  Texas  School  Journal. 

School  Review.     Hamilton,  N.  Y. 

J.  G.  Schurman,  president  of  Cornell  University,  and  C.  H.  Thurber,  princi- 
pal of  Colgate  Academy,  first  editors.  Removed  to  Chicago,  1896.  Continued, 
1916. 

J  SO  J,. 

Feb.  Mississippi  Journal  of  Education.     Aberdeen. 

II.  Rose,  editor.  ±  c  Close  of  1895,  united  with  Dixie  School  Journal  to 
form  Mississippi  School  Journal. 

Mar.  Florida  School  Exponent. 

•Published  at  Tallahasse  two  years;  continued  at  Jacksonville.  Official 
organ  of  State  superintendent  and  F.  S.  T.  A.     Continued,  1916. 

June.  The  Dixie  School  Journal.     Waldo,  Miss. 

C.  L.  McKay,  editor.  Last  four  numbers  issued  from  Philadelphia,  Miss. 
±  c  February,  1896,  united  with  Mississippi  Journal  of  Education  to  form 
Mississippi  School  Journal. 

Journal  of  Pedagogy.     Provo,  Utah. 

Published  under  auspices  of  the  department  of  experimental  pedagogy  of 
Brigham  Young  Academy.      ±  1895. 

Mind  and  Body.     Milwaukee. 
Continued,  1916. 

1805. 

Mar.  Utah  University  Quarterly.     Salt  Lake  City. 

Official  organ  of  the  university,  the  State  superintendent  of  schools,  nnd 
the  Natural  History  Association.      ±  1897. 

Apr.  Louisiana  School  Review.     New  Orleans. 

Conducted  as  a  cooperative  feature  of  Louisiana  Public  School  T.  A.  II.  E. 
Chambers,  editor.      ±  1907. 

Aug.  Inland  Educator.     Terre  Haute. 

Many  contributors  were  teachers  in  Indiana  State  Normal  School.  + 
August,  1900,  consolidated  with  Indiana  School  Journal  as  Educator  Journal. 
Continued,  1916-. 

Child  Study  Monthly.    Chicago. 
±  « 1903. 

Tennessee  School  Journal.    Waverly. 

±  1896,  continued  in  Southwestern  School  Journal.  Published  1897  at 
Birmingham,  Ala.,  1898-,  Nashville.      ±  c  1902. 

Western  Journal  of  Education.     San  Francisco. 

Harr  Wagner,  editor.  Official  organ  sent  to  all  school  clerks,  1898.  Con- 
tinued, 1916. 

c  1805.  Philadelphia  Teacher.     Philadelphia. 
Continued,  1916. 

1806. 

Apr.  Connecticut  School  Journal.     Meriden. 

Weekly.     Official  organ  of  State  Teachers'  Annuity  Guild.     ±   c  1903. 

Nov.  Arkansas  School  Journal.     Little  Rock. 

Conducted  by  State  superintendent,  1897-98  ;  continued  by  E.  L.  Gatewood, 
and  W.  J.  McElwain,  the  latter  employed  by  the  State  superintendent.  ± 
«  1913. 

American  Physical  Education  Review.     Cambridge,  Mass. 
Boston,  1S97-.     Quarterly.     Continued,  1916. 

Mississippi  School  Journal.     Jackson. 

Official  organ  of  State  department  of  education,  State  board  of  examiners, 
and  organization  of  county  superintendents.     ±  c  1913. 


LIST  OF  EDUCATIONAL  PERIODICALS. 


109 


1897. 
Apr. 

'Apr, 

Sept. 


1898. 
Feb. 

Sept. 


1899. 
Jan. 

Apr. 

May. 


1900. 
Apr. 

Sept. 


New  York  Teachers'  Quarterly.    New  York. 

Conducted  by  several  teachers  of  New  York  City.     ±  December,  1898. 

Mississippi  Teacher.     Jackson. 
±  1905. 

New  York  Education.    Albany,  N.  Y. 

C.  E.  Franklin,  editor.     "  Devoted  to  New  York  State  educational  interests." 
Changed,  1901,  to  American  Education.     Continued,  1916. 

Inland  Journal.    Lewiston,  Idaho. 

Edited  by  George  E.  and  C.  O.  Knepper.      ±  c  1S99. 

Journal  of  School  Geography.     Lancaster,  Pa. 

"  Devoted   to  the  interests  ©f  geography   teachers."     R.   E.  Dodge,   editor. 
Continued,  1900. 

Modern  Methods.    Boston. 

New  England  Publishing  Co.     A.  E.  Winship,  editor.      ±  1903. 

North  Carolina  Journal  of  Education.     Greensboro. 
P.  P.  Claxton,  editor.     Continued,  1901. 

Oregon  Teachers'  Monthly.     Salem,  Oreg. 

Charles  II.  Jones,  editor,  1897.     Continued,  1916. 

Teachers'  Gazette.    Milford,  N.  Y. 
Continued,  1916. 


Texas  School  Magazine.     Dallas,  Tex. 
Continued,  1916. 

Nebraska  Teacher.     Lincoln. 

Official  organ  of  N.  S.  T.  A.     Continued,  1916. 
New  York  Teachers'  Monographs.     New  York. 

Quarterly.     Conducted  by  New  York  City  teachers. 


Continued,  1916. 


New  York  Teachers'  Magazine.     New  York. 

Conducted  by  a  group  of  teachers  of  New  York  City.     Continued,  1900. 
County  Superintendents'  Monthly.     Fremont,  Nebr. 

For  county  superintendents.     ±  ■  1900. 
Westland  Educator.     Fargo,  N.  Dak. 

W.  G.  Crocker,  editor,  1S99-     Continued,  1916. 
Chicago  Teacher.     Chicago. 

S.  R.  Winchell,  publisher.      ±  «  1910. 

Manual  Training  Magazine.     Peoria,  111. 
Quarterly.     Continued,  1916. 

School  Music  Monthly.     Keokuk,  Iowa. 

Vol.  I  published  at  Quincy,  111.     Continued,  1916. 

Journal  of  Adolescence.     (Chicago.)     Oak  Park,  III. 

A.   H.  Yoder,  editor.     United  with  Child  Study  Monthly.     ±    «  1903 
signed  to  aid  in  the  study  of  children  between  the  ages  of  12  and  18. 


De- 


C.  THE  PERIODICALS  IN  THIS  LIST  WERE,  AS  A  RULE,  SHORT 
LIVED  AND  OF  LOCAL  CIRCULATION. 

1815.  School  World.     Chicago. 

W.  H.  Gardner,  editor  and  publisher. 
1S76. 
Nov.   The  Educator.    Muscoda,  Wis. 

Oregon  Educational  Journal.     Salem. 
e  1876.  Carolina  Teacher.    Columbia,  S.  C. 

±   c  1876. 

c  1816.  Rural  Educationist.     Pierce  City,  Mo. 
W.  M.   Simpson,  publisher. 


110        EDUCATIONAL,  PERIODICALS  IN  NINETEENTH  CENTURY. 

c 1876.  School  Record.     Oak  Ridge,  Mo. 

Stanley,  editor. 
1877.  New  Jersey  Public  School  Journal.     Bloomfield. 

C.  J.  Majory,  editor. 

1879.  Educator.    New  Haven,  Conn. 

Parents'  and  Teachers'  Monthly.     Lexington,  Ky. 

C.  C.  Cline,  C.  P.  Williamson,  G.  W.  Yancey,  editora. 

Public  School  Record.     San  Francisco. 
Weekly.     Georges  Francfort,  editor. 

School  World.     St.  Louis. 
C.  H.  Evans,  editor. 

Teachers'  Journal.     Wilkes-Barre. 

A.  H.  Berlin  and  7.  C.  Geyer,  editors. 

Western  Educational  Journal.     Chicago. 

J.  Fred  Waggoner    editor.     ±  f  1883.     Chiefly  a  school  supply  Journal. 

1880.  Journal  of  Didactics.     Paola,  Kans. 

W.  J.  Groat,  editor.    Prof.  John  Wheirell,  associate  editor.     ±  18S0. 

Missouri  Teacher.     Kirksville,  Mo. 

J.  U.  Barnard,  editor  and  publisher.     ±  c  1882. 
'1881.  School  Register.     Everett,  Pa. 

±  August,  1882. 

1882.  Educational  Journal.  Jackson  (Durant),  Miss. 
Semimonthly.     P.  W.  Corr,  editor.     ±  c  1882. 

Iowa  Teacher.     Marshalltown. 

Marvin,  Morrissey,  publishers.   .  ±   1886. 

1888.  Educator.     Effingham,  111. 

J.  A.  Arnold,  editor  and  publisher.     ±  c  1888. 

188/h  Educational  Herald.     Louisville,  Ky. 

School  Messenger.     Ada,  La. 

G.  H.  Harvill,  editor  and  publisher. 

True  Educator.     South  Lancaster,  Mass. 
Charles  E.  Ramsey,  editor. 

c  1884.  Northwestern  School  Journal.     Council  Bluffs,  Iowa. 
Weekly.     George  D.  Osborn.  editor.     ±  May,  1886. 

o  1884.  Western  Educator.     Parker,  S.  Dak. 

C.  H.  Smith,  editor.     Edition  also  at  Lincoln,  Nebr. 

1885.  American  School.     Henderson,  Ky. 

National  Educator.     Springfield,  Peoria,  111. 

New  Jersey  Public  School  Journal.     Flemington. 
Leigh,  editor. 

Normal  Educator.     Monmouth.  Oreg. 

School  Music  Journal.     Boston. 

The  Educational  Gleaner.     Unionville,  Mo. 
J.  W.  Jones,  editor 

•  1885.  Dakota  Teacher.     Huron,  S.  Dak. 
Bishop  and  Patterson,  editors. 

1886. 

Nebraska  Teacher.     Salem. 

±  1887,  absorbed  by  Western  School  Journal  of  Kansaa, 

Our  Schools.     Mayfield,  Ky. 
Texas  Public  Schools.    Fort  Worth. 
Semimonthly. 


LIST  OF  EDUCATIONAL  PERIODICALS.  Ill 

1887. 

Educational  Advocate.    Collinsville,  Ala, 
Educational  Advocate.     Dublin,  Ga. 
±  1891. 

Normal  Instructor.     Rome,  N.  Y. 
±  1889. 

Practical  Educator.     Oskaloosa,  Iowa. 
Fred  A.  Wightman,  editor. 

Southern  School  Journal.    Walnut  Grove,  Miss. 
±  «1894. 

The  School.     Springfield,  Mass. 
±  «1890. 

Western  North  Carolina  Journal  of  Education.     Glen  wood. 
±  •  1890. 

•  1887.  School  Journal.     Elkhorn,  Wis.  , 

A.  O.  Wright,  editor.     ±   1888,  united  with  Midland  Schools. 
1888. 
Jan.  Nebraska  Teacher.    Carleton. 

W.  H.  Sublette,  editor.      ±  « 1888. 

Nebraska  School  Journal.     Schuyler. 

A.  B.  Hughes  and  W.  F.  Howard,  editor*. 

New  Education.     Daleville,  Miss. 

Thomas  F.  McBeath,  editor.      ±  1889. 

0 1888.  Piedmont  Educator.     Georgia. 

•  1888.  Teacher  at  Work.     Huntsville,  Ala. 

1889.  Arkansas  Educational  Journal.     Searcy. 

±  1890. 
Mountain  Educator.     Marshall,  Ark. 

J.  W.  Blankinship,  editor  and  publisher. 

Popular  Educator.    Little  Rock. 
±  1890. 

School  Bulletin.     Birmingham,  Ala. 
Weekly.      ±  1889. 


Teacher.s'  Guide.     Haynesville,  Ala. 
±  1890. 


1890. 


Kentucky  State  Journal  of  Education.     Falmouth,  Ky. 
'Teachers'  Journal.     Springfield,  Vt. 
±  *1891. 

Western  Reserve  School  Journal.     Geneva,  Ohio. 
±  1893. 

•  1890.  Palmetto  Teacher.     Greenwood,  S.  C. 

P.  E.  Bowell,  editor. 
1891. 
Jan.  California  Educational  Review.     San  Francisco. 

Campbell  and  Lyser,  editors.      ±  June,  1891. 

June.  California  Public  School  Journal.  • 

±  June,  1891,  the  editor  becoming  editor  of  Pacific  Educational  Journal. 
Inter-Mountain  Educator.     Salt  Lake,  Utah. 
W.  A.  Corey,  editor. 

North  Carolina  Journal  of  Education.    Fairview. 
D.  W.  Furman,  editor. 

Progressive  School.    Alliance,  Ohio. 
±  1893. 


112        EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

1891. 

June.  Public  School  Mirror.    Morgantown,  W.  Va. 
Published  at  Huntington,  1896.     ±c  1897. 

Schoolmaster.     Des  Moines. 
School  News.     Norwich,  Conn. 
Dixon,  editor. 

1892. 

Jan.  Southern  Education.     Florence,  Ala. 

J.  K.  Powers,  editor.     Sold  to  Educational  Exchange.     ±  December,  1892. 

Apr.  West  Virginia  Educational  News.    Charleston. 
±  *1892. 

American  Educator.     (York)  Lincoln,  Nebr. 

G.  H.  Graham,  editor.     ±  1897,  united  with  Midland  Schools,  Iowa. 
Educational  Worker.     Springville,  Ala. 

±  1892. 

Florida  Teacher.     Dade  City. 
A.  E.  Booth,  editor. 

Missouri  Teacher  (Central  Teacher)     Sedalla. 
R.  M.  Scotten,  editor  and  publisher.     ±  c  1895. 


1893. 


1894. 


1895. 


1896. 


1897. 


1898. 


Looking  Ahead.    Mansfield,  La. 

Official  organ  of  L.  S.  T.  A.    G.  D.  Pickels,  editor.     ±  <  1894. 
School  Courant.    Freeport,  111. 

Washington  Educational  Review.    Tacoma. 
W.  N.  Allen,  Herbert  Bashford,  editors. 

Western  School  News.    North  Yakima,  Wash. 
Clark,  editor  and  publisher. 

Arizona  Educator.    Jerome. 

Later  published  for  short  time  at  Kingman.     ±  «  1896. 

Directors*  Round  Table.    Iowa  Falls,  Iowa. 
Primary  Teacher.    Litchfield,  111. 
Effie  C.  Holbrook,  editor. 

School  Register.    Worcester,  Mass. 

±    c1911. 
Teacher  and  Student.    Chicago. 

S.  R.  Winchell,  editor. 

Educational  Courier.    Poplarville,  Miss. 
Progressive  School.    Wooster,  Ohio. 
School  Economy.     Chicago. 
Orville  Brewer,  editor. 

Teacher.     Brooklyn,  N.  Y. 

I.  N.  Smith  &  Co.,  editors  and  publishers. 

Carolina  Teachers'  Journal.    Greenwood,  S.  C 
« 19t)0. 


School  Weekly.     Chicago. 

James  J.    Sayer,   editor.     Chicago   School  Publishing  Co.,   publishers. 
J899. 
Jan.    Home  and  School.    Lexington,  Ky. 

Formerly   Southern  School. 

Mar.    Georgia  Education.    Atlanta. 

Semimonthly.    Miss  S.  Y.  Jewett,  editor, 
*  1899.  Teachers'  Outlook.    New  York. 


BIBLIOGRAPHY. 


A.  GENERAL  LIST  OF  EDUCATIONAL  PERIODICALS. 

Academician.     New  York.     Vol.  I,  1818. 

Alabama  Educational  Journal.     Montgomery.     Vol.  I,  1858. 

Alabama  Journal  of  Education.     Montgomery.    Vol.  I,  1871. 

American  Educational  Monthly.     New  York.     Vols.  I-XI,  1864-1874. 

American  Educationist  and  Western  School  Journal.     Cleveland.     Vol.  I,  1852. 

American  Journal  of  Education  and  College  Review.     New  York.     Vols.  II-III, 

1856-1857. 
American  Quarterly  Register.     Andover.  Mass.     Vols.  I-XV,  1829-1843. 
American  School  Board  Journal.     Milwaukee.     Vol.  XX,  1900. 
Brooklyn  Journal  of  Education.     Brooklyn.     Vol.  I,  1875. 
Buffalo  School  Journal.     Buffalo.     Vol.  I,  1877. 
Cabinet.     Detroit.     Vols.   I-V,   1892-1897. 

California  Educational  Review.     San  Francisco.     Vol.  I,  1891. 
Central  School  Journal.     Keokuk,  Iowa.     Vols.  III-VII,  Vols.  VIII-XV,  1879- 

1893. 
Chicago  Teacher.     Chicago.     Vols.  I-III,  1873-1875. 
Common  School.     Grafton,  N.  D.     Vols.  V-X,  1893-1898. 
Common  School  Advocate.     Jacksonville,  111.     Vol.  I,  1837. 
Common  School  Assistant.     Albany.     Vols.  I-II,  1836-1837. 
Common  School  Education.     Boston.     Vols.  III-V,  1889-1891. 
Connecticut  School  Journal.     Meriden.     Vols.  I-V,  1896-1900. 
Country  School  Journal.     Maynard,  Ark.     Vol.  I,  1899. 
County  Superintendents'  Monthly.     Fremont,  Neb.     Vol.  I,  1S99. 
County  School  Council.     Chicago.     Vols.  I-II,  1887-1888. 
Dakota  School  Journal.     Blunt,  S.  D.     Vol.  I,  1885. 
Dixie  School  Journal.     Waldo,  Miss.     Vols.  I-II,     1894-1896. 
Eclectic  Teacher  and  Kentucky  School  Journal.     Carlisle,  Ky.     Vols.  I-V,  1876- 

1881. 
Educational  Extension.     Ypsilanti.     Vols.  III-V,  1897-1899. 
Educational  Foundations.     New  York.     Vols.  VII-XII,  1896-1901. 
Educational  Gazette.     Rochester,  N.  Y.     Vols.  I-XIV,  1885-1898. 
Educational  Monthly.     Atlanta.     Vols.  V-VI,  1891-1892. 
Educational  News.     Adrian,  Mich.     Vols.  I-III,  1881-1884. 
Educational  News.     Harrisburg,  Pa.     Vols.  I-III,  V,  VII-XIV,  1885-1898. 
Educational  Notes  and  Queries.     Salem,  Ohio.     Vols.  I-VII,  1875-1881. 
Educational  Record.     Nashville.     Vols.  I-II,  1881-1882. 
Educational  Voice.     Pittsburgh.     Vols.  V-VI,  1879-1880. 

Continued  as  Educational  Review.     Vols.  I-II,  1881-1882. 

Educational  Weekly.     Chicago.     Vols.  I-XI,  1877-1881. 

Educational  Weekly.     Indianapolis.     Vols.  I-V,  1883-1885. 

Educationist.     Indianapolis.     Vols.    I-II,   1873-1874. 

Educator.     Easton,  Pa.     Vols.  I-II,  1838-1839. 

Educator.     Pittsburgh,  Pa.     Vols.  I-III,  1859-1862. 

Education  Reporter  and  Weekly  Lyceum.     Boston.     Vol.  I,  1830. 

El  Educador  Popular.     New  York.     Vols.  I-II,  1873-1874. 

Essex  County  Constellation.     Newburyport,  Mass.     Vol.  I,  1846. 

Florida  School  Journal.     Atlanta.     Vols.  IV-VIII,  1890-1895. 

Georgia  Education.     Atlanta.     Vols.  I-II,  1899-1900. 

Georgia  Educational  Journal.    Atlanta.     Vols.  I-II,  1888-1889. 

Georgia  Teacher.     Atlanta.     Vols.  III-VII,  1886-1900. 

Home  and  School.     Lexington,  Ky.     Vol.  I,  1899. 

Home  and  School.     Louisville,  Ky.     Vols.  I-IV,  1889-1893. 

Home  and  School.     Louisville,  Ky.    Vols.  I-V,  1872-1876. 

113783°— 19 8  113 


114       EDUCATIONAL  PERIODICALS  IN  NINETEENTH  CENTURY. 

Illinois  School  Journal  (Public  School  Journal,  School  and  Home  Education), 

Bloomington.     Vols.  I-XIV,  XV-XIX,  1881-1899. 
Indiana  Teacher.     Indianapolis.    Vol.  I,  1869. 
Inland  Educator.     Terre  Haute.     Vols.  I-X,  1895-1900. 
Intelligence    (Schoolmaster).     Oak   Park.    Vols.   I-IV,   1881-1884;   XVII-XX, 

XXV,  1905. 
Interstate  School  Review.     Danville,  111.    Vols.  I-II,  VI-IX,  1891-1899. 
Iowa  Teacher.    Charles  City.     Vols.  X-XIV.  1896-1900. 
Journal  of  Education.    Bath,  Me.     Vols.  I-III,  1850-1853. 
Journal  of  Education.     New  Orleans.    Vol.  I,  1855. 
Journal  of  Education   (American).     St.  Louis.     Vols.  I,  III-XV,  XIX-XXII, 

XXXII-XXXIII,  1868-1900. 
Journal  of  Pedagogy.    Athens,  Ohio.    Vols.  IV,  XIII,  1890,  1900. 
Journal  of  Pedagogy.    Provo,  Utah.     Vol.  I,  1894. 
Journal  of  Progress.    Cincinnati.     Vols.  I-II,  1858-1861. 

Preceded  by  Type  of  Times.     Vols.  XI-XII,  1858-1859. 

Learner  and  Teacher.    New  York.     Vols.  II-III,  1892-1893. 
Lehrer-Post.    Milwaukee.     Vols.  I-VIII,  1884-1891. 
Maryland  Educational  Journal.     Baltimore.     Vol.  I,  1867. 
Maryland  School  Journal.     Hagerstown.     Vol.  I,  1864. 
Mental  Cultivator.    Poughkeepsie.     Vol.  I,  1841. 
Midland  School  Journal.    Madison,  Wis.     Vol.  V,  1890. 
Minnehaha  Teacher.     Sioux  Falls,  S.  Dak.     Vols.  V-VII,  1890-1892. 
Minnesota  Journal  of  Education  (Journal  of  School  Education,  School  Educa- 
tion).   Minneapolis.     Vols.  I,  IV-XIX,  1881-1900. 
Mirror  and  Students'  Repository.    Newbury,  Vt.     Vol.  I,  1841. 
Mississippi  Journal  of  Education.     Aberdeen.    Vols.  I-II,  1894-1895. 
Monthly  Journal  of  Education.     Princeton.     Vol.  I,  1835. 

Cont.  as  Schoolmaster  and  Advocate  of  Education.     Vol.  I,  1836. 

National  Educator.     Allentown.     Vols.  XXVII-XL,  1886-1900. 

National  Educator.     Springfield,  111.    Vols.  III-IV,  1887. 

National  Normal.     Cincinnati.     Vol.  I,  1868. 

National  Teacher.    Columbus,  Ohio.     Vols.  I-V,  1870-1875. 

National  Teachers'  Monthly.    New  York.     Vols.  I-VI,  1874-1880. 

New  Education.     Milwaukee.     Vols.  I-VI,  1877-1882. 

New  England  Journal  of  Education.    Boston.     Vols.  I-X,  XIII-XXIV,  XXVII- 

LI,  1875-1900. 
News  and  Educator.     Cincinnati.     Vol.  IV,  1867. 
New  York  Education.    Albany.     Vols.  I-IV,  1897-1901. 
New  York  Teachers'  Magazine.    New  York.    Vols.  I-II,  1899. 
New  York  Teachers'  Monographs.    New  York.     Vol  II,  1899. 
New  York  Teachers'  Quarterly.    New  York.    Vols.  I-II,  1897-1898. 
Normal  Journal.     Fort  Scott,  Kans.    Vols.  I-XVI,  1882-1897. 
Normal  Instructor.     Dansville,  N.  Y.    Vols.  I-IX,  1891-1900. 
Normal  University  Reporter.     Salina,  Kans.     Vols.  I-IX,  1884-1893. 
North  Carolina  Journal  of  Education.     Greensboro.    Vol.  I,  1899. 
North  Carolina  Teacher.    Raleigh.    Vols.  I-XIII,  1883-1895. 
Northern  Indiana  Teacher.    South  Bend.    Vols.  I-III,  1874-1876. 
Northwestern  Journal  of  Education.    Lincoln.    Vol.  IV,  1893. 
Northwest  Teacher.    Olympia.  Wash.    Vols.  I-IV,  1886-1890. 
Ohio  School  Journal.    Kirtland.    Vols.  I,  IV,  1846,  1849. 
Ohio  Teacher.    Cambridge.    Vols.  XVI-XIX,  1895-1899. 
Oregon  School  Journal  (Western  Pedagogue).    Corvallis.    Vol.  IV,  1893. 
Popular  Educator.    Boston.    Vols.  XV-XVII,  1897-1900. 
Practical  Teacher.    Chicago.    Vol.  VIII,  1884. 

New  series.    Vols.  I-III,  1898-1901. 

Primary  School.    New  York.    Vols.  VI-IX,  1897-1900. 

Primary  Teacher   (American  Teacher,  American  Primary  Teacher).     Boston. 

Vols.  I-VI,  IX,  XIV-XXII,  XXIV,  1877-1900. 
Progressive  School.    Alliance,  Ohio.    Vols.  I-III,  1891-1893. 
Progressive  Teacher.    New  Orleans.    Vols.  I-IV,  1886-1889. 
Public  School  Journal.    Cincinnati.    Vols.  XVIII,  1885 ;  XXV-XXVI,  XXVIII- 

XXXVI,  1887-1895. 
Public  School  Journal  (School  Journal).   New  York.    Vols.  I-II,  1871-1872. 
Sargent's  School  Monthly.    Boston.    Vol.  I,  1858. 
School.    New  York.    Vols.  I-XI,  1889-1900. 
School.    Springfield,  Mass.    Vols.  I-III,  1887-1889, 


BIBLIOGRAPHY.  115 

School  and  Home.    St.  Louis.    Vols.  I,  XV,  1884,  1900. 

School  Commissioner.    Saginaw,  Mich.    Vols.  I-V,  1892-1896. 

School  Friend.     Cincinnati.     Vols.  I-V,  1846-1851. 

School  Herald.    Chicago.    Vols.  I-X,  1881-1890. 

School  Journal  and  Vermont  Agriculturist.    Windsor.    Vols.  I-III,  1847-1850. 

Schoolmaster   (Chicago  Schoolmaster,  Illinois  Schoolmaster).     Chicago.     Vols. 

III-IX,  1870-1876. 
School  Monthly.    Milwaukee.    Vol.  I,  1867. 
School  News  and  Practical  Educator.     Taylorville,  111.    Vols.  I,  III-XIV,  1887- 

1900. 
School  Record.    Wooster,  Ohio.    Vols.  II-III,  1895-1896. 
School  Teacher.    Winston,  N.  C.    Vol.  II,  1891. 
School  Visitor.    Versailles,  Ohio.    Vols.  IX-XV,  1888-1894. 
School  World.    Farmington,  Me.    Vols.  IX-XIV,  XVII-XX,  1890-1900. 
Science  and  Education.    New  York.    Vol.  I,  1886. 
Southern  Education.    Florence,  Ala.    Vol.  I,  1892. 
Southern  Illinois  Teacher.    Carbondale.    Vols.  IV-VI,  1891-1893. 
Southern  Teacher.    Montgomery.    Vols.  I-II,  1859-1861. 
Southern  Teacher.    Chattanooga.    Vols.  III-VIII,  1889-1894. 
Southwestern  Journal  of  Education.    Nashville.    Vols.  VIII-IX,  1890-1891. 
Southwestern  School  Journal.    Tennessee.    Vol.  I,  1848. 
Student  and  Schoolmate.    New  York.    Vol.  I,  1855. 
Teacher  (New  Education).    New  York.    Vol.  I-V,  1888-1892. 
Teacher  and  Pupil.    Maysville,  Ky.    Vol.  I,  1865. 

Teacher  and  Western  Educational  Magazine.    St.  Louis.    Vol.  I,  1853. 
Teachers'  Educational  Journal.    Auburn,  N.  Y.    Vol.  I,  1858. 
Teachers'  Guide  and  Parents'  Assistant.    Portland,  Me.    Vol.  I,  1826. 
Teachers'  Institute.    New  York.    Vols.  XIX-XXII,  1896-1900. 
Teachers'  Journal.    Allentown,  Pa.    Vol.  I,  1858. 
Tennessee  School  Journal.    Waverly.    Vols.  III-VI,  1896-1900. 
Texas  Journal  of  Education.    Galveston.    Vols.  I-II,  1889-1891. 
Texas  School  Magazine.    Dallas.     Vols.  I,  III,  1898,  1901. 
Utah  Educational  Journal.     Salt  Lake  City.     Vol.  I,  1875. 
Utah  University  Quarterly.     Salt  Lake  City.     Vols.  I-II,  1895-1897. 
Western  Academician  and  Journal  of  Education  and  Science.     Cincinnati.    Vol. 

I,  1837. 
Western  Educational  Journal.     Chicago.     Vols.  I-IV,  1879-1883. 
Western  Educational  Review.    Fort  Scott,  Kans.     Vol.  I,  1880. 
Western  Journal  of  Education.    Chicago.     Vol.  I,  1875. 
W^estland  Educator.     Fargo,  N.  Dak.     Vols.  I-II,  1899-1900. 
Western  Teacher.     Milwaukee.     Vols.  II,  1893. 
West  Virginia  Educational  News.     Charleston.     Vol.  I,  1892. 
Wyoming  School  Journal.    Laramie.     Vols.  I-II,  1891-1893. 

B.  LOCAL  (STATE)  SCHOOL  JOURNALS. 

Alabama  Teachers'  Journal.     Montgomery.     Vol.  IV,  1888. 

Alabama  Educational  Exchange.     Montgomery.     Vols.  I-IV,  VII-XV,  1889-1900. 

American  Journal  of  Education.    New  York.     Vol.  I,  1847. 

Arkansas  Journal  of  Education.     Little  Rock.     Vols.  II-IV,  1871-1873. 

Arkansas  School  Journal.     Little  Rock.     Vols.  II-IV,  1897-1899. 

Arkansas  School  Journal.     Little  Rock.     Vols.  I-III,  1880-1882. 

California  Teacher.     San  Francisco.     Vols.  I-XII,  1863-1874. 

California  Teacher  and  Journal  of  Home  Education.     San  Francisco.     Vols. 

IV-V,  1886-87. 
Colorado  School  Journal.    Denver.     Vols.  I-X VI,  1885-1900. 
Common  School  Journal  of  the  State  of  Pennsylvania.     Philadelphia.     Vol.  I, 

1844. 
Common  School  Journal.    Boston.     Vols.  I-XIV,  1839-1852. 
Connecticut  Common  School  Journal.     Hartford.     Vols.  I-IV,  IX-XI,  XIV-XV, 

XVII,  1838-1854. 
Connecticut  Common  School  Manual.     Hartford.     Vols.  I-II,  1847-48. 
Connecticut  School  Journal.    New  Haven.     Vols.  III-IV,  1873-74. 
Dakota  Educator.     Scotland,  S.  Dak.    Vols.  I-XIII,  1888-1900. 
District  School  Journal  of  Education  of  the  State  of  Iowa.    Dubuaue.    Vol.  I, 

1853. 


116        EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

r 

District  School  Journal  for  the  State  of  New  York.     Albany.     Vols.  I-XII,  1840- 

1852. 
Educational  Courant.     Louisville.     Vols.  I-X,  18S4-1894. 
Educationalist     Emporia,  Kans.     Vols.  I-VII,  1879-1885. 
Educational  Journal  of  Virginia.    Richmond.     Vols.  I-XXII,  1869-1891. 
Florida  School  Exponent.     Jacksonville.     Vols.  I-VII,  1894-1900. 
Illinois  Common  School  Advocate.     Springfield.     Vol.  I,  1841. 
Illinois  Teacher.     Peoria,     Vols.  I-X VIII,  1855-1872. 
Indiana  School  Journal.     Indianapolis.     Vols.  I-XLV,  1856-1900. 
Iowa  Instructor.     Davenport.     Vols.  I-XII,  XIV,  1859-1872. 
Iowa  Normal  Monthly.     Dubuque.     Vols.  I-XX,  XXIV,  1877-1900. 
Iowa  School  Journal.     Des  Moines.     Vol.  II,  1860. 
Iowa  School  Journal  (Iowa  Schools,  Midland  Schools).     Des  Moines.    Vols.  VI- 

XIV,  1892-1899. 
.Journal  of  Education.     Concord,  N.  H.     Vols.  I-VI,  1857-1862. 
Journal  of  Education.     New  Orleans.     Vols.  I,  IX,  1879,  1885. 
Journal  of  the  Rhode  Island  Institute  of  Instruction.     Providence.    Vols.  I-III, 

1845-1848. 
Kansas  Educational  Journal.     Emporia.     Vols.  I-X,  1864-1874. 
Kentucky  Family  Journal.     Louisville.     Vol.  I,  1859. 
Maine  Normal    (Maine  Journal  of  Education).     Portland.     Vols.   I-III,  VII- 

VIII,  1866-1874. 
Maine  Teacher.     Portland.     Vol.  V,  1862. 

Massachusetts  Teacher.     Boston.     Vols.  I-XXVII,  1848-1874. 
Michigan  Journal  of  Education.     Detroit.     Vols.  I-IX,  1854-1861. 
Michigan  School  Moderator.     Grand  Rapids.     Vol.  XII,  1891. 
Michigan  Teacher.     Niles.     Vols.  I-IX,  1866-1874. 
Minnesota  Teacher  and  Journal  of  Education.     St.  Paul.     Vols.  I-V,  VII-IX, 

1867-1875. 
Mississippi  Educational  Journal.     Jackson.     Vol.  I,  1871. 
Mississippi  School  Journal.    Jackson.     Vol.  IV,  1899. 
Mississippi  Teacher.     Oxford.     Vols.  I-II,  1887-1890. 
Missouri  Educator.     Jefferson  City.     Vols.  I-III,  1858-1860. 
Missouri  Journal  of  Education.     St.  Louis.     Vol.  I,  1857. 
Missouri  School  Journal.     Jefferson  City.     Vols.  I-XVII,  1883-1900. 
Nebraska  Teacher.     Lincoln.     Vols.  I-II,  1898-1900. 

New  York  State  Educational  Journal.     Buffalo.     Vols.  I-III,  1872-1874. 
New  York  Teacher.     Albany.     Vols.  I-XVI,  1853-1867. 
North  Carolina  Educational  Journal.     Chapel  Hill.     Vols.  I-V,  1881-1885. 
North  Carolina  Journal  of  Education.     Greensboro.     Vols.  I-IV,  1858-1861. 
Ohio   Journal   of  Education    (Ohio   Educational   Monthly).     Columbus.     Vols. 

I-XLIX,  1852-1900. 
Oklahoma  School  Herald.     Oklahoma  City.     Vols.  I-IX,  1892-1901. 
Oklahoma  School  Journal.     Guthrie.     Vol.  I,  1891. 
Oregon  Teachers'  Monthly.     Salem.     Vol.  IV,  1900. 

Pacific  Educational  Journal.     San  Francisco.     Vols.  I-X,  XII,  18S7-189S. 
Pennsylvania  School  Journal.     Lancaster.     Vols.   I-XLVIII,  1852-1900. 
Rhode  Island  Educational  Magazine.     Providence.     Vols.  I-II,  1S52-1853. 
Rhode  Island  Schoolmaster.     Providence.     Vols.  I-XI,  XVIII,  1855-1874. 
School  and  Family  Visitor.     Louisville.     Vol.  I,  1864. 
School  Bulletin  and  New  York  Educational  Journal.    Syracuse.    Vols.  I-XX VIII, 

1874-1901. 
Southern  Educational  Journal.     Atlanta.     Vols.  VI-VII,  X-XIII,  189S-1905. 
Southern  School  Journal.     Columbus.     Vol.  II,  1854. 
Teachers'  Advocate.     Syracuse.     Vol.  I,  1845. 
Tennessee  School  Journal.    Nashville.     Vol.  1,  1874. 
Texas  Journal  of  Education.     Austin.     Vols.  I-III,  1S80-18S2. 
Texas  School  Journal.     Houston.     Vols.  I-XVIII,  1883-1900. 
Vermont  School  Journal  and  Family  Visitor.    Montpelier.     Vol.  V,  1863. 
Voice  of  Iowa.     Cedar  Rapids.     Vols.  I,  III,  1857-1858. 
Western  Journal  of  Education.     San  Francisco.     Vols.  II-V,  1896-1900. 
Western  School  Journal.     Topeka.     Vols.  I-XVI,  1885-1899. 
West  Virginia  School  Journal.     AVheeling.     Vols.  I-III,  XVI-XX,  18-81-1901. 
Wisconsin  Journal  of  Education.     Madison.     Vols.  I-IX,  1856-1865;  Vols.  XI, 

XVIII-XXX,  1881-1900. 


BIBLIOGRAPHY.  117 

0 

C.  EDUCATIONAL  JOURNALS  DEVOTED  TO  VARIOUS  SPECIAL  INTER- 

ESTS. 

American  Kindergarten  Magazine.     New  York.     Vols.  II-VIII,  1879-1886. 

New  series.     Vol.  I,  18S6. 

Continued  as  Child  Culture.     Vol.  I,  1887. 

American  Physical  Education  Review,     Cambridge.     Vols.  II,  V,  1S97,  1900. 

Amerikanische  Schulzeitung.     Milwaukee.     Vols.  IV,  XII,  1873,  1881. 

Child  Study  Monthly.     Chicago.     Vols.  I-III,  1895-1898. 

Journal  of  Adolescence.     Oak  Park,  111.     Vols.  I-III,  1900-190a 

Journal  of  Industrial  Education.     Chicago.     Vol.  V,  1890. 

Journal  of  School  Geography.     Lancaster,  Pa.     Vols.  III-V,  1899-1901. 

Kindergarten.     Chicago.     Vols.  I-XVII,  1888-1903. 

Kindergarten  Messenger.     Cambridge,  Mass.     Vols.  II,  IV,  1874-1875. 

New  series.     Vol.  I,  1877. 

Kindergarten  Review.     Springfield,  Mass.     Vols.  VIII-X,  1S97-1900. 
Manual  Training  Magazine.     Peoria,  111.     Vols.  I-II,  1899-1901. 
Mind  and  Body.     Milwaukee.     Vols.  I-VI,  1894-1900. 
School  Laboratory.     Iowa  City.     Vols.  I-II,  1871-1872. 
School  Music  Monthly.     Keokuk.     Vols.  I-II,  1900-1901. 
Scientific  Temperance.     Boston.     Vols.  I-IX,  1892-1900. 

D.  EDUCATIONAL  PERIODICALS  DEVOTED  TO  HIGHER  EDUCATION 

OR  STUDIES  OF  EDUCATIONAL  PROBLEMS. 

Academy.     Syracuse,  N.  Y.     Vols.  I-VII,  1886-1892. 

American  Annals  of  Education.     Boston.     Vols.  I-IX,  1830-1839. 

American  Journal  of  Education.     Boston.     Vols.  I-V,  1826-1830. 

American  Journal  of  Education.     Hartford,  Conn.     Vols.  I-XXXI,  1855-1881. 

Education.     Boston.     Vols.  I-XX,  1880-1900. 

Educational  Review.    New  York.     Vols.  I-XX,  1891-1900. 

Pedagogical  Seminary.     Worcester,  Mass.     Vols.  I-IV,  1891-1896. 

School  and  College.     Boston.     Vol.  I,  1892. 

School  Review.     Hamilton,  N.  Y.     Vols.  I-VII,  1893-1899. 

E.  OTHER  PERIODICALS. 

American  Journal  of  Science  (Silliman's).     Vols.  I-IX,  1818-1825. 
Boston  Recorder.     Boston.     Vols.  I-VIII,  1816-1823. 
Edinburgh  Review.     P]dinburgh.     Vols.  I-XLV,  1802-1826. 
Journal  des  Enfans.     Paris.     Vols.  I-V,  1790. 
Monthly  Preceptor,  or  Juvenile  Library.     London.     Vol.  I,  1800. 
New  York  Magazine.     New  York.     Vols.  I-II,  1796-1798. 
Niles  Weekly  Register.     Baltimore.     Vols.  I-VIII,  1811-1815. 
North  American  Review.     Vols.  I-XXV,  1S15-1826. 
Port  Folio.     Philadelphia.     Vols.  I-XIII,  1801-1811. 

New  series.     Vols.  I-VII,  1816^1819. 

Quarterly  Journal  of  Education.     London.     Vols.  I-II,  1831-1832. 
Select  Reviews  and  Spirit  of  Foreign  Magazines.     Philadelphia.     Vols.  I-II, 
1S09-1S10. 

F.  LAWS,  OFFICIAL  REPORTS,  AND  PROCEEDINGS  OF  TEACHERS' 

ORGANIZATIONS. 

American  Institute  of  Instruction.    Annual  Reports : 

1831-1835,  1837-1839,  1847,  1849,  1851,  1856-1862,  1864-1897. 

Annual  Reports  of  State  Superintendents  of  Instruction  or  Commissioners  of 
Schools:  California,  1864,  1866-1869,  1871-1872,  1891-1899;  Connecticut, 
1841,  1842,  1855-1867;  Michigan,  1857;  Pennsylvania,  1876-1888;  Rhode 
Island,  1855-1874. 

Cousin,  Victor.  Report  on  State  of  Public  Instruction  in  Prussia.  Translated 
by  Sarah  Austin.     London,  1834. 

England.    Education  Department  Reports :    1870  to  1899-1900. 

Ireland.  Reports  of  Commissioner  of  National  Education:  1862,  1890-1894, 
1900. 


118       EDUCATIONAL  PERIODICALS  IN  NINETEENTH  CENTURY. 

Peabody  Education  Fund.    Proceedings  (Cambridge)  :  1870-1884. 

Reports  of  Massachusetts  State  Teachers'  Association  :  1845-1881. 

Reports  of  Missouri  State  Teachers'  Association :  1856-1857. 

School  Laws:  California,  1866,   1901;  Iowa,  1911;   Pennsylvania,  1855;  1873, 

1909,  1911. 
St.  Louis.     City  School  Report:  1896-1897. 

United  States  Census.     Report :  1900,  Vol.  IX,  Part  III,  pp.  1040-1100. 
United  States  Commissioner  of  Education.     Annual  Reports :  1870-1900. 
Western  Literary  Institute,  Cincinnati,  1834-1837.    Proceedings  of  the  Fourth,' 

Fifth,  and  Sixth  Annual  Meetings. 

G.  PRESS  DIRECTORIES. 

Arndt,    Otto.    Verzeichnis   der   padagogischen    Zeitschriften    Jahrbiicher   uud 

Lehrerkalender  Deutschlands.     Berlin,  1893. 
Ayer,  N.  W.    American  Newspaper  Annual   (Directory).     Philadelphia,  1S80- 

1915. 
Haasenstein  and  Vogler.    Notiz-Ka lender  fiir  das  Jahr  1891.    Stuttgart. 
May.  F.    British  and  Irish  Press  Guide.     London,  1871,  1879,  1888.     Cont.  as 

Willings'  Press  Guide,  1894,  1897,  1899.    Title  varies. 
Mermet,  E.    Annuaire  de  la  Presse  Francaise.    Paris,  1881,  1884,  1885,  and  the 

same  by  H.  Avenel,  1889,  1892. 
Mitchell,  C.    Newspaper  Press  Directory.     London,  1896,  1900. 
Rowell,   George   P.    American    Newspaper   Directory.    New   York,   1869-1900. 
Sells.     Dictionary  of  the  World's  Press.     London,  1886,  1894. 
Sperling,  H.     Adressbuch  der  deutschen  zeitschriften,  1898. 

H.  MISCELLANEOUS  REFERENCES. 

Aurner,  Clarence  Ray.     History  of  Education  in  Iowa.     4  vols.     Iowa  City.  1914- 

1916.     Vol.  II. 
Bagley,  W.  O.     Classroom  Management.    New  York,  1907. 

Bardeen,  C.  W.    History  of  Educational  Journalism  in  New  York.     School  Bul- 
letin. 1893,  Vol.  XIX,  pp.  133-134,  141-144;  and  Vol.  XX,  pp.  4-3,  20-22; 

1881,  Vol.  VII,  pp.  160,  180. 
Educational  Journalism.    N.  E.  A.  Report,  1908,  pp.  506-514.    N.  E.  A. 

Report,  1893,  p.  810. 
Barnard,  Henry.     American  Journal  of  Education,  1855,  Vol.  II,  pp.  465-56^; 

1865,  Vol.  XV.  pp.  383-384  (list  of  periodicals)  ;  1870,  Vol.  XIX,  p.  401  et  seq. 
Normal  Schools  and  Other  Institutions  and  Agencies  Designed  for  the 

Professional  Education  of  Teachers.     Hartford,  1851. 
Boone,  R.  G.     Education  in  the  United  States.     1903. 
Chamberlain,  A.  F.     The  Child,  A  Study  in  Evolution.     London,  1900. 
Coffman,  L.  D.     Social  Composition  of  the  Teaching  Population.    New  York, 

1911. 
Coggeshall,  W.  T.     The  Newspaper  Record.     Philadelphia,  1856. 
CompayrS,  Gabriel.     Educational  Journalism  in  France.     Report  of  N.  E.  A., 

1893,  p.  845. 
The  Educational  Journals  of  France.     Educational  Review,  1900,  Vol. 

XIX,  pp.  121-142. 
Cook,  J.  W.     Educational  History  of  Illinois.     Chicago,  1912,  pp.  515-527. 
Gilman,   D.  C.     Education  in  America,  1776-1876.     North   American   Review, 

1876,  vol.  122,  p.  193. 
Griffin,  Joseph.    The  Press  of  Maine.    Brunswick,  1872. 
Hatin,  Eugene.     Bibliographie  Historique  et  Critique  de  la  Presse  Periodique 

Francaise.    Paris,  1866.  pp.  558-562. 
Hoyt,  C.  O.,  and  Ford,  R.  C.    John  D.  Pierce,  Founder  of  the  Michigan  School 

System.    A  Study  of  Education  in  the  Northwest.    Ypsilanti,  1905. 
Hudson,  Frederic,  "journalism  in  the  United  States,  1690-1872.    New  York,  1873. 
Killmann.    Padagogische  Presse.    Rein's  Enzyklopadisches  Handbuch  der  Pada- 

gogik.    Vol.  VI,  pp.  510-521. 
Lehman,  Oskar.     Die  deutschen  moralischen  Wochenschriften  des  achtzenten 

Jahrhunderts  als  padagogische  Reformschriften.    Leipzig,  1893. 
Lexis,  W.    Das  Unterrichtswesen  im  Deutschen  Reich.    Berlin,  1904.     Vol.  III. 
Loos,    J.      Enzyklopadisches    Handbuch    der    Erziehungskunde.      Vienna    and 
Leipzig,  1908.     ("Padagogische  Zeitschriften.") 


BIBLIOGRAPHY.  119 

Monroe,  W.  S.    Educational  Journalism.    Monroe's  Cyclopedia  of  Education. 

Educational  Labors  of  Henry  Barnard.    Syracuse,  1893. 

Pestalozzian  Movement  in  the  United  States.     Syracuse,  1907. 

National  Education  Association.    Report,  1893,  pp.  810-835. 

■ Educational  Journalism.     Series  by  G.  P.  Bass,  Indiana;  H.  A.  Ford, 

Michigan ;  W.  A.  Mowry,  New  England. 
North,  S.  D.    History  and  Present  Condition  of  the  Newspaper  and  Periodical 

Press  of  the  United  States,  with  a  Catalog  of  the  Publications  of  the  Census 

Year. 
New  England  Magazine,  Boston,  1891,  Vol.  IV,  p.  134. 

Editorial  upon  educational  journals. 
Palfrey.    Periodical  Literature  of  the  United  States.    North  American  Review, 

1834,  Vol.  XXXIX,  pp.  277-301. 
Public  School  Journal,  Bloomington,  111.,  1889,  Vol.  IX,  pp.  302-303 ;  549. 

Editorial :  "  The  Mission  of  School  Journals." 
Richter,  Jean  Paul.    Levana,  Oder  Eirziehungslehre.    Stuttgart,  1814.    Chap.  156. 
Russell,  John.    Educational  Periodicals  in  England.    Educational  Review,  1901, 

Vol.  XXII,  pp.  472-497. 
Rounds,  C.  C.     Educational  Journalism.     Report  of  American  Institute  of  In- 
struction, 1879,  pp.  67-83. 
Sabin,  Henry.     Educational  Journalism   in  Iowa.     Schools,   1893,   Vol.   VIII, 

No.  1,  pp.  9-13. 
Scott.    Illinois  Historical  Collections.    Vol.  VI. 

Newspapers  and  Periodicals  of  Illinois.     Springfield,  1910. 

Smith,  W.  L.    Historical  Sketches  of  Education  in  Michigan.    Lansing,  1880. 
Stowell,  Agnes.     Educational  Journalism  in  California.     Pacific  Educational 

Journal,  San  Francisco,  Vol.  IX,  pp.  409-411 ;  Vol.  X,  pp.  30^-309. 
Thomas,  Isaiah.    History  of  Printing.    2  vols.    Worcester,  Mass.,  1810.     Vol. 

II,  pp.  520-530. 
Weeks,  S.  B.     History  of  Public  Education  in  Arkansas.     Washington,  1912. 

( U.  S.  Bureau  of  Education.    Bulletin,  1912,  No.  27. ) 
White,  E.  E.     A  Few  Hours  with  Educational  Journals.     Ohio  Educational 

Monthly,  1884,  Vol.  XXXIII,  pp.  58-32. 
Ziegler,  C.     Padagogische  Zeitschriften.     Rein's   Enzyclopadisches  Handbuch 

der  Erziehung.    Part  of  article  on  Volksschulwesen. 


120        EDUCATIONAL   PERIODICALS   IN   NINETEENTH    CENTURY. 


LIST  OF  EDUCATIONAL  PERIODICALS  PUBLISHED  IN  MAY,  1917. 


The  following  descriptive  list  includes  the  educational  periodicals  published 
in  May,  1917.  It  is  arranged  in  two  groups,  the  first  including  those  of  local  or 
chiefly  local  interest  and  circulation ;  tfie  second,  those  which  are  specialized  to 
a  considerable  extent.  The  complete  list  thus  divided  shows  a  continuation  of 
the  specializing  tendency  noted  before  1900.  As  to  frequency  of  issue,  more 
than  half  are  published  In  10  monthly  numbers.  Most  statements  of  auspices 
or  official  relationships  are  quoted ;  in  many  cases  these  amount  to  little  more 
than  the  name ;  in  others  actual  ownership  or  control  is  indicated,  examples 
being  the  journals  published  by  the  Illinois,  Kansas,  and  Colorado  State  teach- 
ers' associations.  Reports  of  State  teachers'  associations,  issued  quarterly  or 
monthly,  and  the  periodical  form  of  the  reports  of  the  National  Education 
Association  have  not  been  included,  since  their  content  is  almost  entirely  con- 
fined to  the  affairs  of  the  associations.  Periodical  bulletins  conducted  by  State 
departments  of  education  have  also  been  omitted.  In  general,  the  basis  of 
selection  stated  in  the  introduction  to  the  study  has  been  used  in  preparing 
this  supplementary  list. 

The  journals  in  the  local  list  usually  represent  varied  interests — school  news, 
State  laws  and  decisions  relating  to  schools,  reports  of  educational  gatherings, 
discussions  of  method  and  teaching  problems  by  local  contributors,  and  many 
articles  quoted  from  the  bulletins  of  the  United  States  Commissioner  of  Educa- 
tion or  from  State  reports.  Some  emphasize  method  and  device  material  of 
value  to  grade  or  rural  teachers  ;  others  contain  little  except  current  educational 
news  and  miscellaneous  comment  and  reprints  from  other  journals.  Usually 
the  names  of  those  in  the  specialized  group  sufficiently  suggest  their  major 
interest.  In  the  case  of  a  few  whose  character  is  not  thus  indicated,  parenthetic 
expressions  such  as  "  method,"  "  school  news,"  or  similar  notes  have  been  used. 
A  small  number  of  county  school  journals  has  beer,  found,  but  they  are  not 
given  a  place  in  the  lists. 

121 


122        EDUCATIONAL  PERIODICALS   IN  NINETEENTH   CENTURY. 
(A)  LOCAL  AND  STATE  EDUCATIONAL  PERIODICALS. 


Periodical  and  place  of 
publication. 

Editor  and  publisher. 

Issues 
per  year. 

Price 
per  year. 

Auspices. 

N.  R.  Baker 

12 
10 
10 
10 

12 
12 

10 
12 

12 
10 
10 
10 
10 
11 

12 

12 
12 
12 
10 
12 
12 

10 
10 
10 
10 

10 

9 

10 

38 
10 

10 

10 

$1.00 
1.00 
1.00 
1.50 

1.50 
1.00 

1.00 

1.00 

.75 

Birmingham,  Ala. 

"Official  organ  of  Arizona 
S.  T.  A." 

"  Official  organ  of  Cali  fornia 
Teachers'    Association. " 

Ariz. 
Arkansas  Teacher,  Conway 

Ark. 
Sierra  Educational  News, 

San  Francisco,  Calif. 

Western  Journal  of  Educa- 
tion, San  Francisco,  Calif. 

Colorado   School   Journal, 
Denver,  Colo. 

J.  J.  Doyne;  Arkansas 
Teaclier  Publishing  Co. 

Arthur  Chamberlain:  Cali- 
fornia Teachers'  Associa- 
tion. 

D.  R.  Hatch:  Colorado 
State  Teachers'  Associa- 
tion. 

William  Ruffer 

"Owned  by  Colorado  Edu- 
cational Association. " 

Colo. 
Flonda  Schoolroom,  Dade 
City,  Fla. 

School  and  Home,  Atlanta, 

Ga. 
Illinois  Teacher,  Blooming- 

Alys  M.  Corr;  P.  W.  Corr. . 

E.  C.  Merry;  School  and 

Home  Publishing  Co. 
Illinois  S.  T.  A 

E.  B.  Lewis 

"Official  organ  of  Florida 
Educational  Association, 
State    dept.    of    educa- 
tion. " 

"Organ  of  Illinois  S.  T.  A, T 

ton,  111. 

1.10 
2.00 
1.25 
1.25 

1.00 

.75 
1.00 
1.00 
1.00 
1.00 
1.00 

1.00 

1.25 

.50 

1.00 

1.50 
1.25 

1.00 

1.00 
1.00 

1.00 

1.25 

Litchfield,  111. 

School  and  Home  Educa- 
tion. Bloomington,  111. 

School  Century,  Oak  Park, 
111. 

School  News  and  Practical 
Educator,      Taylorville, 
111. 

Educator-Journal,  Indian- 
apolis, Ind. 

Home  and  School  Visitor, 
Greenfield,  Ind. 

Indiana  Instructor,  Indian- 
apolis, Ind. 

Teachers'  Journal,  Marion, 
Ind. 

Midland,  Schools,  Des 
Moines,  Iowa. 

Kansas  Teacher,  Topeka, 
Kans. 

Southern  School  Journal, 

W.  C.  Baglev;  Public 
School  Publishing  Co. 

(Method.) 
Do. 

"Official  organ  of  Kansas 

S.  T.  A." 
"Official    organ    of   State 

;  C.  M.  Parker 

Estate. 

Geo.  L.  Roberts:  Educa- 
tor-Journal   Publishing 
Co. 

James   N.    Goble;  D.   H. 
Goble  Printing  Co. 

D.  T.  Praigg:  Instructor 
Publishing  Co. 

A.  Jones;  Teachers'  Jour- 
nal Co. 

C.   R.   Scroggie;  Midland 
Schools. 

F.   L.  Pinet  (secretary); 
Kansas  S.  T.  A. 

R.  S.  Eubank 

Lexington,  Ky. 

Louisiana    School    Work, 
Zachary,  La. 

Atlantic  Educational  Jour- 
nal, Baltimore,  Md. 

Elementary  Teacher,  Balti- 
more, Md. 

American  Schoolmaster, 
Ypsilanti,  Mich. 

Moderator-Topics,  Lansing, 

E.    L.   Stephens;    C.    R. 
Reagan. 

H.    E.    Buchholz;  Mary- 
land Educational  Pub- 
lishing Co. 

Mollie  R.  Hobbs;  Elemen- 
tary Teachers'  Associa- 
tion. 

Horace  Z.  Wilbur;  Michi- 
gan State  Normal  Col- 
lege. 

H.  R.  Pattengill 

board  of  education  and 
Kentucky     Educational 
Association. " 
"Official    organ    of   State 
board  of  education  and 
Louisiana  S.  T.  A." 

"Official    organ    of    the 
League  of  Teachers'  Asso- 
ciations." 

Mich. 
School  Education,  Minne- 
apolis, Minn. 

Mississippi       Educational 
Advance,  Jackson,  Miss. 

Missouri  Journal  of  Educa-. 

tion,  Kansas  City,  Mo. 
Missouri    School    Journal, 

Jefferson  City,  Mo. 

Inter-Mountain  Educator, 
Missoula,  Mont. 

Middle   West   School   Re- 
view, Omaha,  Nebr. 

Herbert  U.  Nelson;  School 
Education     Publishing 
Co. 

H.  L.  McClesky;   Educa- 
tional Advance  Co 

Foster  W.  Gary;  Missouri 
Journal  of  Education. 

T.   J.   Walker;    Missouri 
School  Journal  Publish- 
ing Co. 

Morton  J.  Elrod;  Inter- 
Mountain  Educator  Co. 

H.  M.  Eaton;  Middle  West 
School  Review. 

"Official  organ  of  the  State 
department  of  education 
and    Mississippi    Teach- 
ers' Association. " 

"Official  organ  of  State  de- 
partment of  education. " 

"Official  organ  of  Montana 
S.   T.   A.  and  Montane 
Library  Association." 

APPENDIX.  123 

(A)   LOCAL  AND  STATE  EDUCATIONAL  PERIODICALS— Continued. 


Periodical  and  place  of 
publication. 

Editor  and  publisher. 

Issues 
per  year. 

Price 
per  year. 

Auspices. 

Nebraska  Teacher,  Lincoln, 

Nebr. 
School  News  of  New  Jersey, 

George  L.  Towne 

12 

1.25 

W.  H.  Conners  and  Clem- 

12 

1.00 

New  Egypt,  N.  J. 

ent  Moore;  School  News 
Publishing  Co. 

New  Mexico  Journal  of  Edu- 

Rupert F.  Asplund 

10 

1.00 

"Official  organ  of  the  State 

cation,  Santa  Fe,  N.  Mex. 

department  of  education 
and  New  Mexico  Educa» 

tional  Association/' 

American  Education,  Al- 

H. M.  Pollock  and  C.  W. 

10 

1.25 

bany,  N.  Y. 

Blessing;  New  York  Ed- 
cation  Co. 

Educational  Foundations, 

Wm.  Charles  O'Donnell; 

10 

1.50 

New  York,  N.  Y. 

Educational    Magazine 
Publishing  Co. 
Thomas  J.  McE voy 

McEvoy's  Magazine,  New 

4 

1.00 

York,  N.  Y. 

School  Bulletin,  Syracuse, 

N.  Y. 
School  Weekly,  New  York, 

N.Y. 
Teachers'  Gazette,  Milford, 

C.  W.  Bardeen 

12 

1.00 

Hamlin  and  Fuller;  School 

News  Co. 
F.  C.  Carpenter;  John  Wil- 

2.00 

10 

.50 

N.Y. 

cox  estate. 

North  Carolina  Education, 

E.  C.  Brooks;  W.  F.  Mar- 

10 

1.00 

Raleigh,  N.  C. 

shall. 

Westland   Educator,    Lis- 

W. G.  Crocker 

10 

1.26 

bon,  N.  Dak. 

Better  Schools,  Painesville, 

K.    A.    Nesbitt;    Educa- 

12 

1.00 

Ohio. 

tional  Supply  Co. 

Ohio  Educational  Monthly, 

O.T.  Corson 

12 

1.00 

Columbus,  Ohio. 

Ohio  Teacher,  Columbus, 

Henrv  G.  Williams;  Ohio 

12 

1.00 

Ohio. 

Teacher  Publishing  Co. 

Oklahoma      Home      and 

Sibyl  Dunn  Warden;  War- 

10 

1.00 

School  Herald,  Oklahoma 

City,  Okla. 
Oregon  Teachers'  Monthly, 

Salem,  Oreg. 
Current  Education,  Phila- 

den Co. 

Charles  H.  Jones 

10 

1.00 

W.    G.    McMullens    and 

10 

1.25 

delphia,  Pa. 

W.  H.  Welsh;  Teacher 

Pennsylvania  School  Jour- 
nal, Lancaster,  Pa. 

Publishing  Co. 
N.  C.  Schaeffer;  J.  P.  Mc- 

12 

1.60 

"Organ  of  the  department 

Kaskey. 

of  public  instruction  and 

the  Pennsylvania  S.  T. 

"Official  organ  of  S.  C.  S. 
T.  A."  ctal. 

Southern     School     News, 

W.  H.  Jones 

10 

1.00 

Columbia,  S.  C. 

Associate  Teacher,  Pierre, 

M.    M.    Ramer;    Capital 

10 

1.25 

"Official   organ  of  South 

S.  Dak. 

Supply  Co. 

Dakota  Educational 
Association,"  etc. 

South  Dakota,  Educator, 
Mitchell,  S.  Dak. 

F.  L.  Ransom;  Educator 

10 

1.25 

"Official   organ   of   South 

School  Supply  Co. 

Dakota    Educational 

Association,"  etc. 

Progressive  Teacher,  Nash- 
ville, Term. 
Utah  Educational  Review, 

Claude  J.  Bell 

10 

1.00 

F.  W.  Reynolds;  Univer- 
sity of  Utah. 

10 

1.00 

"University   of  Utah." 

Salt  Lake  City,  Utah. 

"  Official  organ  of  Utah  Ed- 

ucational Association." 

Virginia  Journal  of  Educa- 

Joseph W.  Everett 

10 

1.00 

"  By  authority  of  the  State 

tion,  Richmond,  Vaj 
Northwest  Journal  of  Edu- 

board of  education,"  etc. 

C.  C.  Bras;  School  Journal 

10 

1.00 

"  Official  organ  of  the  teach- 

cation, Seattle,  Wash. 

Publishing  Co.; 
Whitman  Barbe;  Educa- 

ers of  Washington." 

West  Virginia  School  Jour- 

12 

1.00 

nal     and     Educator, 

tor  Publishing  Co. 

Charleston,  W.  Va. 

American  Journal  of  Educa- 

S. Y.  Gillan;  S.  Y.  Gillan 

10 

1.00 

tion,  Milwaukee,  Wis. 

&Co. 

Western  Teacher,  Milwau- 

S. Y.  Gillan 

10 

1.00 

kee,  Wis. 

Wisconsin      Journal      of 

Willard  N.  Parker;  Parker 

10 

1.50 

Education, Madison, Wis. 

Educational  Publishing 
Co. 
J.  0.  Creager;  Wyoming, 

Wyoming  School  Journal, 
Laramie,  Wyo. 

10 

1.00 

"Official  organ  of  the  Wy- 

S. T.  I. 

oming    State    Teachers' 

Institute." 

124        EDUCATIONAL  PERIODICALS  IN  NINETEENTH   CENTURY. 

(B)  EDUCATIONAL  PERIODICALS  DEVOTED  TO  SPECIAL  FIELDS. 


Periodical  and  place  of 
publication. 

Editor  and  publisher. 

Issues 
per  year. 

Price 
per  year. 

Auspices 

American  Journal  of  School 

L.  E.  Averill 

10 

$1.50 

Hygiene,  Worcester,  Mass. 

American  Penman,   New 

A.N.  Palmer  Co 

12 

1.00 

York,  N.  Y. 

American  Physical  Educa- 

J. H.  McCurdy;  American 

9 

3.00 

"Official  organ  of  American 

tion  Review,  Springfield, 
Mass  . 

Physical  Education  As- 
sociation. 

Physical  Education  As- 
sociation." 

American  School,  Milwau- 

Carroll G.  Pearse:  Amer- 

12 

1.50 

kee,  Wis. 

ican  School  Publishing 
Co. 
Wm.    C.    Bruce;    Bruce 

American    School    Board 

12 

1.50 

Journal,  Milwaukee,  Wis. 

Publishing  Co. 

Aus  Nah  und  Fern,  Chi- 

Arthur G.  Merrill;  Francis 

4 

.70 

cago,  111. 

W.  Parker  School  Press. 

Bird  Lore,  New  York,  N.Y. 

Frank  M.  Chapman;  D. 
Appleton. 

6 

1.00 

"  Official  organ  of  Audubon 
Societies"  (contains 
school  department). 

BusincssEducator,  Colum- 

C. P.  Zaner;  Zaner  and 

10 

1.00 

bus,  Ohio. 

Bloser. 

Child    Welfare    Magazine, 

Mrs.      Frederic      Schorl; 

12 

1.00 

"  Official  organ  of  the  Na- 

Philadelphia, Pa 

Child  Welfare  Co. 

tional  Congress  of  Mothers 
and  Parent-Teacher  Asso- 
ciations." 
"  Classical   Association    of 

Classical  Journal,  Chicago, 

Committee  of  editors  for 

9 

2.50 

111. 

the  Classical  Vssociation. 

the  Middle  West  and 
South  with  the  Coopera- 
tion of  the  Classical  Asso- 

ciations of  New  England 

and  the  Pacific  States." 

Choscs  et  Autres,  Philadel- 

A. Estoclet;  Philadelphus 

6 

.50 

phia,  Pa. 

Publishing  Co. 

Correct  English;  How  to 

Josephine   Turck   Baker; 

12 

2.00 

Contains  "helps  for  pupils 

Use  It,  Evanston,  111. 

Correct  English  Publish- 
ing Co. 
F.    H.    Palmer;    Palmer 

and  teachers." 

Education,  Boston,  Mass... 

10 

3.00 

Publishing  Co. 

Educational    Administra- 

C. H.  Johnston  and  associ- 

10 

2.00 

tion    and     Supervision, 

ates;  Warwick  and  York. 

Baltimore,  Md. 

Educational  Review,  New 

Nicholas  M.  Butler;  Edu- 

10 

3.00 

York,  N.  Y. 

cational  Review. 

Elementary  School  Journal, 
Chicago,  111. 

Faculty  of  School  of  Edu- 

10 

1.50 

"School  of  Education,  Chi- 

cation  and   faculty   of 

cago  University." 

Francis      W.      Parker 

School;    University    of 

Chicago  Press. 

English  Journal,  Chicago, 
111. 

J.  F.  Hosic;  University  of 

10 

2.50 

"Official  organ  of  the  Na- 

Chicago Press. 

tional  Council  of  Teachers 
of  English." 

General  Science  Quarterly, 
Salem,  Mass. 

W.  G.  Whitman 

4 

1.25 

History    Teachers'    Maga- 

Albert E.  McKinley  and 

10 

2.00 

"Amercan  Historical  As- 

zine, Philadelphia,  Pa. 

Henry     Johnson,     for 
American  Historical  As- 
sociation. 

sociation.'^ 

Industrial  Arts  Magazine, 

Wm.  C.  Bruce  and  associ- 

12 

1.50 

Milwaukee,  Wis. 

ates;  Bruce  Publishing 
Co. 
A.  E.  Winship;  New  Eng- 
land Publishing  Co. 

Journal  of  Education,  Bos- 

50 

2.50 

ton,  Mass. 

Journal     of     Educational 

J.  Carleton  Bell  and  asso- 

10 

3.00 

Psychology,    Baltimore, 

ciates;     Warwick     and 
York. 

Journal      of      Geography, 

Ray  H.  Whitbeck;  Jour- 

10 

1.00 

Madison,  Wis. 

nal  of  Geography. 

Journal  of  Home  Econom- 

Alice P.   Norton;  Amer- 

12 

2.00 

"American     Home     Eco- 

ics, Baltimore,  Md. 

ican  Home  Economics 
Association. 

nomics  Association." 

Kindergarten    and     First 

May  Murray;  Milton  Brad- 

10 

1.25 

Grade,  Springfield,  Mass. 

ley  Co. 

Kindergarten-Primary 
Magazine,  Manistee,  Mich. 

J.  H.  Shults;  Kindergar- 

10 

1.00 

ten  Magazine  Co. 

Manual  Arts  Bulletin,  Em- 

Geo.   K.    Wells;   Kansas 

10 

1.00 

"  Official  paper  of  the  Kan- 

poria, Kans. 

Manual    Arts    Associa- 
tion. 

sas  Manual  Arts  Asso- 
ciation." 

Manual  Training  and  Vo- 

Charles A.   Bennett  and 

10 

1.25 

cational   Education, 

William    T.     Bawden; 

Peoria,  111. 

Manual  Arts  Press. 

Mathematics  Teacher,  Lan- 

W. H.  Metzler,  for  Asso- 

4 

1.00 

"Association   of  Teachers 

caster,  Pa. 

ciation   of  Teachers   of 
Mathematics. 

of  Mathematics  for  the 
Middle  States  and  Mary- 
land.'! 

Mind  and   Body,   Minne- 

W.   A.    Stecher;    Turner 

10 

1.00 

apolis,  Minn. 

Publishing  Co. 

APPENDIX. 


125 


(B)  EDUCATIONAL  PERIODICALS  DEVOTED  TO  SPECIAL  FIELDS— 

Continued. 


Periodical  and  place  of 
publication. 


Editor  and  publisher. 


Modern  Language  Journal, 
New  York,  N.  Y. 


Modern  Language  Notes, 

Baltimore,  Md. 
Monatshefte  fur  deutsehe 

Sprache  und  Padagogik, 

Milwaukee,  Wis. 
Music  Supervisors'  Journal, 

Madison,  Wis. 

Nature  Study  Review, 
Ithaca,  N.  Y. 

Normal  Instructor-Primary 
Plans,  Dansville,  N.  Y 

Pedagogical        Seminary, 

Worcester,  Mass. 
Playground,  Cooperstown, 

Popular  Educator,  Boston, 
Mass. 

Primary  Education,  Bos- 
ton, Mass. 

Psychological  Clinic,  Phila- 
delphia, Pa. 

Quarterly  Journal  of  Pub- 
lic Speaking,  Menasha, 
Wis. 

Religious  Education,  Chi- 
cago, 111. 

School  and  Society,  Lan- 
caster. Pa. 

School  Arts  Magazine,  Bos- 
ton, Mass. 

School     Music,     Keokuk, 

Iowa. 
School  Review,  Chicago,  111 . 


School  Science  and  Mathe- 
matics, Mount  Morris,  111. 


Storyteller's  Magazine,New 

York,  N.  Y. 
Teachers'Monographs,  New 

York,  N.  Y. 

Training  School  Bulletin, 

Vineland.  N.  J. 
Ungraded,  New  York,  N.  Y. 


E.  W.  Bagster-Collins; 
Federation  of  Modern 
Language  Teachers. 


James  W.  Bright;  Johns 

Hopkins  Press. 
Max  Griebsch  et  al 


P.  W.  Dykema;  National 
Conference  of  Music 
Supervisors. 

Anna  B.  Comstock;  Corn- 
stock  Publishing  Co. 

W.  J.  Beecher  and  asso- 
ciates; F.  A.  Owen  Pub- 
lishing Co. 

G.  S.  Hall;  Florence 
Chandler. 

Playground  and  Recrea- 
tion Association  of 
America. 

Popular  Educator  Co 


Margaret  A.  Whiting,  Pri- 
mary Education  Pub- 
lishing Co. 

LightnerWitmer;  Psycho- 
logical Clinic  Press. 

J.  M.  O'Neill;  Geo.  Banta 
Publishing  Co. 


Henry  F.  Cope,  secretary; 
Religious  Education  As- 
sociation. 

J.  McKeen  Cattell;  Science 


Henry     Turner     Bailey; 

School  Arts  Publishing 

Co. 
P.  C.  Hayden 


C.  H.  Judd  and  associates; 
Chicago  University  Press 


Chas.  H.   Smith;    Smith 
&  Turton. 


H.  P.  Newson,  Storytel- 
ler's Publishing  Co. 

S.  M.  Furst  and  associates; 
Teachers'  Monographs 
Co. 

E.  R.  Johnstone  and  asso- 
ciates; Training  School. 

Elizabeth  E.  Farrell  (presi- 
dent), for  Ungraded 
Teachers'  Association. 


Issues 
per  year. 


Price 
per  year. 


1.50 


-v 

2.00 

10 

1.50 

i 

1.50 

1 

1.00 

10 

1.25 

4 

5.00 

12 

2.00 

10 

2.00 

10 

2.00 

9 

1.50 

4 

2.00 

3.00 

3.00 
2.00 

.50 
1.50 

2.00 

1.50 

1.00 

1.00 

1.50 


Auspices. 


Federation  of  Modern 
Language  Teachers'  As- 
sociations and  by  the  As- 
sociations of  Modern  Lan- 
guage Teachers  of  the 
Central  West  and  South." 


"Organ  of  the  National 
German  American  Teach- 
ers' Association." 

(Freetomembers)National 
Conference  of  Music 
Supervisors. 

"Official  organ  of  the 
American  Nature  Study 
Society." 

(Method.) 


Playground  and  Recrea- 
tion Association  of 
America. 

(Method.) 

Do. 


Official  organ  of  the  Na- 
tional Association  of  Aca- 
demic Teachers  of  Pub- 
lic Speaking." 
The  Journal  of  the  Reli- 
gious Education  Associa- 
tion." 


"Faculty  of  the  School  of 
Education  of  Chicago 
University."  (Secondary 
Education.) 

Official  organ  of  many 
State  and  local  science 
and  mathematics  associa- 
tions. 


"Ungraded  Teachers'  As- 
sociation of  New  York 
City." 


VITA 

Sheldon  Emm  ON  Davis  was  born  near  Zanesville,  Ohio, 
July  27,  1876. 

Academic  Training :  Elementary  education  in  the  public  schools 
of  Kansas.  Secondary  school  work  in  preparatory  department 
of  Ottawa  University,  Ottawa,  Kans. ;  Normal  and  Business 
College,  El  Dorado  Springs,  Mo. ;  State  Normal  School,  War- 
rensburg,  Mo.  Diploma,  Warrensburg  State  Normal  School, 
1905;  B.S.  (1907),  A.B.  (1908),  A.M.  (1909),  University  of 
Missouri,  Columbia,  Mo.  Summer  term,  University  of  Chicago, 
1910;  one  semester  each  at  universities  of  Leipzig  and  Berlin, 
1910-1911  ;  Phi  Beta  Kappa  of  Alpha  Chapter,  Missouri. 

Professional  Experience :  Teacher  in  public  schools  of  Mis- 
souri, 1898-1905;  associate  professor  of  education,  State  Normal 
School,  Warrensburg,  Mo.,  1907-1913;  teacher-training  and  high 
school  inspector  and  later  chief  clerk.  State  Department  of  Edu- 
cation, Jefferson  City,  Mo.,  1913-1915;  director  of  department 
of  education,  State  Normal  School,  Maryville,  Mo.,  1915-1919; 
president,  State  Normal  College,  Dillon,  Mont.,   1919-. 

Previous  Publications :  Author  of  teacher-training  syllabus 
used  in  Missouri  high  schools;  official  studies  in  Reports  of 
Missouri  State  Superintendent,  1913  and  1914;  The  Work  >of  the 
Teacher,  Macmillan,  1918. 


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